A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 21
... reason , in addition , and man only . Wherefore nature , habit , reason must be in harmony with one another ( for they do not always agree ) ; men do many things against habit and nature , if reason persuades them that they ought . We ...
... reason , in addition , and man only . Wherefore nature , habit , reason must be in harmony with one another ( for they do not always agree ) ; men do many things against habit and nature , if reason persuades them that they ought . We ...
Page 58
... reason will again flicker out into the inanimate . The enduring reali- ties do not think nor plan : there is no reason nor purpose for the world as a whole . HOCKING , WILLIAM E. , Types of Philosophy ( New York , Scribner , 1929 ) , pp ...
... reason will again flicker out into the inanimate . The enduring reali- ties do not think nor plan : there is no reason nor purpose for the world as a whole . HOCKING , WILLIAM E. , Types of Philosophy ( New York , Scribner , 1929 ) , pp ...
Page 568
... reason . For reason is insight ; it " sees all things in God , " as Malebranche ex- pressed it . For it looks at each thing to discover in it the purpose of the whole universe . To see the whole in the part is justly esteemed ...
... reason . For reason is insight ; it " sees all things in God , " as Malebranche ex- pressed it . For it looks at each thing to discover in it the purpose of the whole universe . To see the whole in the part is justly esteemed ...
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