A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 223
... characters . Progress is the development of the strong , not where they are strong , but where they are weak . The strength of the strong character is the result of a natural differentiation with which men have little to do , but the ...
... characters . Progress is the development of the strong , not where they are strong , but where they are weak . The strength of the strong character is the result of a natural differentiation with which men have little to do , but the ...
Page 537
... Character Our will activities result from ideas . Different masses of ideas give rise to different will action ... character . To the new will action , on the other hand , which first springs into existence in and with self - examination ...
... Character Our will activities result from ideas . Different masses of ideas give rise to different will action ... character . To the new will action , on the other hand , which first springs into existence in and with self - examination ...
Page 610
... Character building , Webster on , 529 Character education ( see Moral education ) Charity : existing type dysgenic , 226 St. Paul on , 136 Charters , W. W. , and functional view to methods , 375 Chesterton , G. K. , quoted by James , 44 ...
... Character building , Webster on , 529 Character education ( see Moral education ) Charity : existing type dysgenic , 226 St. Paul on , 136 Charters , W. W. , and functional view to methods , 375 Chesterton , G. K. , quoted by James , 44 ...
Contents
CONCEPTS OF EDUCATION | 1 |
CONCEPTS OF PHILOSOPHY AND PHILOS OPHY OF EDUCATION | 27 |
238 | 37 |
Copyright | |
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action activity animals become believe better body called chapter character child civilization common complete conception conscious course curriculum depends desire determined direct Education New York effect effort elements environment existence experience fact feeling force function fundamental future give given habits hand heredity human ideal ideas important individual influence interest kind knowledge less limited living Macmillan material matter means measure mechanism mental method mind moral nature never objective organism personality philosophy physical play possible practical pragmatism present principles problem produce progress psychology pupils question race reality realize reason regard relations result scientific sense social society spirit teacher teaching tests theory things thought tion true truth universe values whole York