A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 118
... knowledge is easily seen . The universe as it stands is manifestly the criterion of man's cognitive attainments . No one ever sought other knowledge than the knowledge of that which is . To seek false knowledge , that is , knowledge ...
... knowledge is easily seen . The universe as it stands is manifestly the criterion of man's cognitive attainments . No one ever sought other knowledge than the knowledge of that which is . To seek false knowledge , that is , knowledge ...
Page 347
... knowledge represented in the psychological or human- istic group of sciences is not only differentiated clearly from other kinds of scientific knowledge , but is the most fundamen- tal variety of scientific knowledge . To very many ...
... knowledge represented in the psychological or human- istic group of sciences is not only differentiated clearly from other kinds of scientific knowledge , but is the most fundamen- tal variety of scientific knowledge . To very many ...
Page 349
... knowledge , there would be no need for the imperfect knowledge which is based on abstractions ; but in dealing with human behaviour , as with other phenomena , we must often be content with imperfect or abstract knowledge . Hence we can ...
... knowledge , there would be no need for the imperfect knowledge which is based on abstractions ; but in dealing with human behaviour , as with other phenomena , we must often be content with imperfect or abstract knowledge . Hence we can ...
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