A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 76
... environment , as we have already seen , but only in so far as the environment enters into its organic life . To this extent the action and reaction between organism and environment is determined as a part of organic activity . Apart ...
... environment , as we have already seen , but only in so far as the environment enters into its organic life . To this extent the action and reaction between organism and environment is determined as a part of organic activity . Apart ...
Page 211
... environment ? An enticing theory , is it not ? Environment puts the circle round about our lives ; heredity determines the choice of the particu- lar quadrant of the circle in which we shall live . That there has been choice can not be ...
... environment ? An enticing theory , is it not ? Environment puts the circle round about our lives ; heredity determines the choice of the particu- lar quadrant of the circle in which we shall live . That there has been choice can not be ...
Page 306
... environment simply . There is here no evidence of interaction , such as we have where there is co- operation or conflict of man with his fellows . I only know that a certain change in the environment answers to my volun- tary doing or ...
... environment simply . There is here no evidence of interaction , such as we have where there is co- operation or conflict of man with his fellows . I only know that a certain change in the environment answers to my volun- tary doing or ...
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