A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 122
... mental , the chances are that the end also will be mental . To this present - day science adds that , at the farthest point she has so far reached , much , and possibly all , that was not mental has disappeared , and nothing . new has ...
... mental , the chances are that the end also will be mental . To this present - day science adds that , at the farthest point she has so far reached , much , and possibly all , that was not mental has disappeared , and nothing . new has ...
Page 413
... mental training , but also what he does without any conscious reference to it , -anything in the atmosphere and conduct of the school which reacts in any way upon the curiosity , the responsiveness , and the orderly ac- tivity of ...
... mental training , but also what he does without any conscious reference to it , -anything in the atmosphere and conduct of the school which reacts in any way upon the curiosity , the responsiveness , and the orderly ac- tivity of ...
Page 455
... mental test should not be the sole criterion used in the school placement of a child and that both test and trial are essential . We agree fully with those who claim that a child must not be hampered in school progress as a result of an ...
... mental test should not be the sole criterion used in the school placement of a child and that both test and trial are essential . We agree fully with those who claim that a child must not be hampered in school progress as a result of an ...
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