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 |
NATURALISM IN EDUCATION | 53 |
Copyright | |
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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