A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 198
... civilization , all that is great and noble and fruitful on earth , points to a single source , is sprung from one and the same root , belongs only to one family , the various branches of which have dominated every civilized region of ...
... civilization , all that is great and noble and fruitful on earth , points to a single source , is sprung from one and the same root , belongs only to one family , the various branches of which have dominated every civilized region of ...
Page 398
... civilization . Savage societies have no schools ; they have no need of them . Not that schools are an incidental accessory of civilization , like white collars and door bells ; they are a fundamental ne- cessity of the social processes ...
... civilization . Savage societies have no schools ; they have no need of them . Not that schools are an incidental accessory of civilization , like white collars and door bells ; they are a fundamental ne- cessity of the social processes ...
Page 498
... civilization — laissez faire , in- dividualism , a pain - pleasure morality , self - expression , an ef- fortless learning , and an avoidance of convictions and ideals . Growth may be accepted as an adequate aim of education but there ...
... civilization — laissez faire , in- dividualism , a pain - pleasure morality , self - expression , an ef- fortless learning , and an avoidance of convictions and ideals . Growth may be accepted as an adequate aim of education but there ...
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