A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 98
... ideas , is more logical than the Anglo - American pragmatists . He points out the biological significance of our fundamental ideas , but is bold enough to assert that their biological utility is no proof of their truth ; we must act and ...
... ideas , is more logical than the Anglo - American pragmatists . He points out the biological significance of our fundamental ideas , but is bold enough to assert that their biological utility is no proof of their truth ; we must act and ...
Page 103
... ideas , the " 1 " having entered the word for euphony rather than for sense : idea - ism would be more to the point . In the second place , the stem " idea " is an historical accident , due to the fact that John Locke and his idealistic ...
... ideas , the " 1 " having entered the word for euphony rather than for sense : idea - ism would be more to the point . In the second place , the stem " idea " is an historical accident , due to the fact that John Locke and his idealistic ...
Page 257
... ideas possess us , and to refrain characteristically when pos- sessed by other ideas . Our volitional habits depend , then , first , on what the stock of ideas is which we have ; and second , on the habitual coup- ling of the several ideas ...
... ideas possess us , and to refrain characteristically when pos- sessed by other ideas . Our volitional habits depend , then , first , on what the stock of ideas is which we have ; and second , on the habitual coup- ling of the several ideas ...
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