A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 354
... Conscious Beha- viour Totally Unsatisfactory If animism is the counterpart to the Newtonian conception of visible and tangible reality , it is equally true that a mech- anistic conception of conscious behaviour is a natural revolt from ...
... Conscious Beha- viour Totally Unsatisfactory If animism is the counterpart to the Newtonian conception of visible and tangible reality , it is equally true that a mech- anistic conception of conscious behaviour is a natural revolt from ...
Page 357
... conscious experience , we find that both structure and behaviour are inherited from previous gen- erations through germinal elements which exhibit no sign of consciousness . We can trace this inheritance backwards towards lower forms of ...
... conscious experience , we find that both structure and behaviour are inherited from previous gen- erations through germinal elements which exhibit no sign of consciousness . We can trace this inheritance backwards towards lower forms of ...
Page 358
Quincy Adams Kuehner, Enoch George Payne. perience when we see and experience conscious behaviour . We certainly see something when we see a living body with all the signs of conscious behaviour absent in a person who breathes pure ...
Quincy Adams Kuehner, Enoch George Payne. perience when we see and experience conscious behaviour . We certainly see something when we see a living body with all the signs of conscious behaviour absent in a person who breathes pure ...
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