A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 44
... complete , we should never act at all . Moreover , if we delayed our general survey , i.e. , the philo- sophic attitude , until the inventory were complete , we should never take a general survey . But as practical steps must be taken ...
... complete , we should never act at all . Moreover , if we delayed our general survey , i.e. , the philo- sophic attitude , until the inventory were complete , we should never take a general survey . But as practical steps must be taken ...
Page 281
... complete mastery , complete control , over all of the conditions of existence . Well balanced . progress means , therefore , that man comes into increasing harmony with his own nature , with his fellow men , and with physical nature ...
... complete mastery , complete control , over all of the conditions of existence . Well balanced . progress means , therefore , that man comes into increasing harmony with his own nature , with his fellow men , and with physical nature ...
Page 368
... Complete Living How to live ? -that is the essential question for us . Not how to live in the mere material sense only , but in the widest sense . The general problem which comprehends every special problem is the right ruling of ...
... Complete Living How to live ? -that is the essential question for us . Not how to live in the mere material sense only , but in the widest sense . The general problem which comprehends every special problem is the right ruling of ...
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