A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 62
... Mind no longer appears as an accidental intruder into the realm of matter ; we are beginning to suspect that we ought rather to hail it as the creator and governor of the realm of matter - not of course our individual minds , but the mind ...
... Mind no longer appears as an accidental intruder into the realm of matter ; we are beginning to suspect that we ought rather to hail it as the creator and governor of the realm of matter - not of course our individual minds , but the mind ...
Page 252
... mind , through which it subdues to itself the scattered data of sense , reducing them to the unity of its own ... mind . They all alike represent , each in its own way , the activity of the mind , and this activity is will . The will is ...
... mind , through which it subdues to itself the scattered data of sense , reducing them to the unity of its own ... mind . They all alike represent , each in its own way , the activity of the mind , and this activity is will . The will is ...
Page 351
... mind , therefore , consists of acts in itself , and these acts should be the basis of physiological investigation . The more recent school of Gestalt Psychology has also reacted against the structural school , insisting that the mind ...
... mind , therefore , consists of acts in itself , and these acts should be the basis of physiological investigation . The more recent school of Gestalt Psychology has also reacted against the structural school , insisting that the mind ...
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