A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 85
... action , and runs parallel therewith . But the brain , so far as we under- stand it , is given us for practical ... action . You must remember that , when I talk of action here , I mean action in the widest sense . I mean speech , I mean ...
... action , and runs parallel therewith . But the brain , so far as we under- stand it , is given us for practical ... action . You must remember that , when I talk of action here , I mean action in the widest sense . I mean speech , I mean ...
Page 251
... action ; how those latent , silent sen- sations which do not come into consciousness , but still are ever thronging the nerves of sense , eventually form that habitual mode of the constitution which we call temperament . " These ...
... action ; how those latent , silent sen- sations which do not come into consciousness , but still are ever thronging the nerves of sense , eventually form that habitual mode of the constitution which we call temperament . " These ...
Page 257
... action or inaction respectively . How is it when an alternative is presented to you for choice , and you are uncertain what you ought to do ? You first hesitate , and then you deliberate . And in what does your deliberation consist ? It ...
... action or inaction respectively . How is it when an alternative is presented to you for choice , and you are uncertain what you ought to do ? You first hesitate , and then you deliberate . And in what does your deliberation consist ? It ...
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