A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 40
... fundamental and comprehensive than science , otherwise they are identical in their aims . Philosoph- ical knowledge has three fundamental characteristics : ( 1 ) It is fundamental knowledge . ( 2 ) It is most comprehensive or ...
... fundamental and comprehensive than science , otherwise they are identical in their aims . Philosoph- ical knowledge has three fundamental characteristics : ( 1 ) It is fundamental knowledge . ( 2 ) It is most comprehensive or ...
Page 63
... fundamental activities of life ; we are not so much strangers or intruders in the universe as we at first thought . Those inert atoms in the primeval slime which first began to foreshadow the attributes of life were putting them- selves ...
... fundamental activities of life ; we are not so much strangers or intruders in the universe as we at first thought . Those inert atoms in the primeval slime which first began to foreshadow the attributes of life were putting them- selves ...
Page 85
... fundamental to being complete , so I propose to you to hold fast to the ultra - simple point of view . The reasons why I call it so fundamental can be easily told . First , human and animal psychology thereby become less discontinuous ...
... fundamental to being complete , so I propose to you to hold fast to the ultra - simple point of view . The reasons why I call it so fundamental can be easily told . First , human and animal psychology thereby become less discontinuous ...
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