A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
From inside the book
Results 1-3 of 51
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 . It ...
... 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 . It ...
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 |
NATURALISM IN EDUCATION | 53 |
Copyright | |
22 other sections not shown
Other editions - View all
Common terms and phrases
action activity animals Aristotle become behavior believe boys called cation cerned chapter character child civilization conception conscious behaviour Corporal punishments culture curriculum democracy educa Education New York Educational Psychology elements environment ethical evolution existence experience fact function fundamental habits heredity HERMAN HARRELL Houghton Mifflin human ideal ideas identical elements important individual influence inheritance instincts intellectual intelligence interest knowledge living Macmillan material means mechanism ment mental method mind modern moral natural selection nature objective organism personality philosophy of education physical Plato possible practical pragmatism present principles problem problem of method produce progress psychology pupils purpose race rational reality realize relations result School Discipline scientific scientific method Scribner sense social social environment society soul spirit teacher teaching tests theism theory things thought tion true truth universe values vidual whole