A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 247
... habits in motion ; but it receives all custom tentatively as an hypothesis in its own dialectic , the mental after - image of every such performance of adoption or imitation is its own , and the consequent modification is its own . For ...
... habits in motion ; but it receives all custom tentatively as an hypothesis in its own dialectic , the mental after - image of every such performance of adoption or imitation is its own , and the consequent modification is its own . For ...
Page 413
... habits ; on the other side , he needs to be a student of the conditions that modify for better or worse the ... habits . We may group the conditioning influences of the school environment under three heads : ( 1 ) the mental attitudes ...
... habits ; on the other side , he needs to be a student of the conditions that modify for better or worse the ... habits . We may group the conditioning influences of the school environment under three heads : ( 1 ) the mental attitudes ...
Page 552
... habits we get . The formation of right habits is vastly better than the reformation of bad habits . The answer to our practical question consists in ob- serving five familiar maxims . First , act on every opportunity . The set of the ...
... habits we get . The formation of right habits is vastly better than the reformation of bad habits . The answer to our practical question consists in ob- serving five familiar maxims . First , act on every opportunity . The set of the ...
Contents
CONCEPTS OF EDUCATION | 1 |
CONCEPTS OF PHILOSOPHY AND PHILOS OPHY OF EDUCATION | 27 |
NATURALISM IN EDUCATION | 53 |
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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