A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 237
... force in the control of con- duct - are cut psychologically from the same cloth . Both are fundamental predispositions that may be firmly fixed , " in- grained , " by early training . They are not , of course , instincts , but they are ...
... force in the control of con- duct - are cut psychologically from the same cloth . Both are fundamental predispositions that may be firmly fixed , " in- grained , " by early training . They are not , of course , instincts , but they are ...
Page 266
... force , " and quite another to claim that it is the supreme or even an impor- tant element in " progress . " How , if at all , is education a social force ? Does it counteract natural selection ? Is it an independent force ? If so , how ...
... force , " and quite another to claim that it is the supreme or even an impor- tant element in " progress . " How , if at all , is education a social force ? Does it counteract natural selection ? Is it an independent force ? If so , how ...
Page 288
... force which defeats its own object . Its main defect is that it bars cooperation . Every organism requires an environment of friends , partly to shield it from violent changes , and partly to supply it with its wants . The Gospel of Force ...
... force which defeats its own object . Its main defect is that it bars cooperation . Every organism requires an environment of friends , partly to shield it from violent changes , and partly to supply it with its wants . The Gospel of Force ...
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