A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 4
... ideal of knowledge , if they are to hold the right conception of their task . Too often the ideal of knowledge for its own sake is held up . This is narrow and selfish , and antagonistic to evolution , for it places the interests of the ...
... ideal of knowledge , if they are to hold the right conception of their task . Too often the ideal of knowledge for its own sake is held up . This is narrow and selfish , and antagonistic to evolution , for it places the interests of the ...
Page 160
... ideal . Knowledge is content of consciousness descriptive of fact . The preservation of old , and the pursuit of new , knowledge will ever remain a part of an inclusive educational ideal . Development as an educational ideal means the ...
... ideal . Knowledge is content of consciousness descriptive of fact . The preservation of old , and the pursuit of new , knowledge will ever remain a part of an inclusive educational ideal . Development as an educational ideal means the ...
Page 611
... ideal , 167 Condorcet , referred to , 119 Conduct : and conviction , 512 knowledge functions in , 511 Confucius , sayings of , 138 Consciousness : and behavior , 334 in behavior , 353 Conviction and conduct , 512 Corporal punishment ...
... ideal , 167 Condorcet , referred to , 119 Conduct : and conviction , 512 knowledge functions in , 511 Confucius , sayings of , 138 Consciousness : and behavior , 334 in behavior , 353 Conviction and conduct , 512 Corporal punishment ...
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