A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 165
... Aristotle and Herbart have , perhaps , most con- sistently argued for moral development as the end of educa- tion . Aristotle finds in man two tendencies ; the one passion- ate and brutal , the other intellectual and human . The latter ...
... Aristotle and Herbart have , perhaps , most con- sistently argued for moral development as the end of educa- tion . Aristotle finds in man two tendencies ; the one passion- ate and brutal , the other intellectual and human . The latter ...
Page 173
... Aristotle adjusted in their teachings the social and individual interests , giving the world ideal models of the ... Aristotle's Ethics man is assigned power over his deeds ; the elements of the problem of fate and freedom were at last ...
... Aristotle adjusted in their teachings the social and individual interests , giving the world ideal models of the ... Aristotle's Ethics man is assigned power over his deeds ; the elements of the problem of fate and freedom were at last ...
Page 609
... Aristotle , 397 Anarchism vs. socialism , 192 Animals and environment , 240 Animism and mechanistic interpre- tation of conscious behavior , 353 Application , J. S. Mill on , 384 Aristotle : and individual interests , 187 Aristotle ...
... Aristotle , 397 Anarchism vs. socialism , 192 Animals and environment , 240 Animism and mechanistic interpre- tation of conscious behavior , 353 Application , J. S. Mill on , 384 Aristotle : and individual interests , 187 Aristotle ...
Contents
CONCEPTS OF PHILOSOPHY AND PHILOS | 27 |
NATURALISM IN EDUCATION | 53 |
PRAGMATISM IN EDUCATION | 80 |
Copyright | |
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Abingdon action activity Agnosticism animal Appleton Aristotle become behavior believe Boston called cation cerned chapter character child civilization common conception Corporal punishments culture curriculum democracy educa Education New York Educational Psychology elements environment ethical existence experience fact function fundamental habits heredity HERMAN HARRELL Houghton Mifflin human ideal ideas identical elements important individual influence inheritance intellectual intelligence interest knowledge living Macmillan material means measure mechanism ment mental method mind modern moral nation nature objective organism personality philosophy of education physical Plato play possible practical pragmatism present principles problem progress psychology pupils purpose race reality realize relations religion religious education School Discipline scientific scientific method Scribner sense social society soul spirit teacher teaching tests theory things thought tion true truth universe values vidual whole WILLIAM WILLIAM H