A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 139
... conception of God which has ever come into human thinking has been half so productive of effort on the part of man to change bad conditions as has this new modern conception of progress , this conception that man him- self plays a part ...
... conception of God which has ever come into human thinking has been half so productive of effort on the part of man to change bad conditions as has this new modern conception of progress , this conception that man him- self plays a part ...
Page 308
... conception of Nature , so limited , cannot discredit our experi- ence of activity and passivity , for the very existence of this conception presupposes both ; first , inasmuch as it is but a formula or descriptive scheme , summarising a ...
... conception of Nature , so limited , cannot discredit our experi- ence of activity and passivity , for the very existence of this conception presupposes both ; first , inasmuch as it is but a formula or descriptive scheme , summarising a ...
Page 321
... conception of time may be , it is no longer , even for physicists , more than an ideal creation , as was pointed out in the fourteenth lecture . For the historian of conscious behaviour , Newtonian time or Ein- steinian space - time is ...
... conception of time may be , it is no longer , even for physicists , more than an ideal creation , as was pointed out in the fourteenth lecture . For the historian of conscious behaviour , Newtonian time or Ein- steinian space - time is ...
Contents
CONCEPTS OF PHILOSOPHY AND PHILOS | 27 |
NATURALISM IN EDUCATION | 53 |
PRAGMATISM IN EDUCATION | 80 |
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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