A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 43
... action must always be a moral one , there- fore , because the motive , express or implied , must always be some relation to the purpose that rules in the universe , its ultimate fact . Such relations are defined in only two ways— by ...
... action must always be a moral one , there- fore , because the motive , express or implied , must always be some relation to the purpose that rules in the universe , its ultimate fact . Such relations are defined in only two ways— by ...
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 227
... action on his part there could be no civilization . To use Mr. Morley's illustration , if all men were to fall into ... action these would cease when their action ceased and could not be resumed until their action was resumed ...
... action on his part there could be no civilization . To use Mr. Morley's illustration , if all men were to fall into ... action these would cease when their action ceased and could not be resumed until their action was resumed ...
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