A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 304
... experience without at once extending it in thought , and thought itself involves experience . Hence , the phrase , " content of experience , " or " content of consciousness , " is apt to be misleading . The experience of one is not ...
... experience without at once extending it in thought , and thought itself involves experience . Hence , the phrase , " content of experience , " or " content of consciousness , " is apt to be misleading . The experience of one is not ...
Page 313
... experience on the ground that in every case wisdom is to be ascribed to one in proportion to the extent of his knowledge . And the reason why we do this is because the former know the reason why , the latter do not ; men of experience ...
... experience on the ground that in every case wisdom is to be ascribed to one in proportion to the extent of his knowledge . And the reason why we do this is because the former know the reason why , the latter do not ; men of experience ...
Page 316
... experience we are aware of space and time as ingredients necessary for the occurrence of experience . I would suggest - rather timidly- that this doctrine should be given a different twist , which in fact turns it in the opposite ...
... experience we are aware of space and time as ingredients necessary for the occurrence of experience . I would suggest - rather timidly- that this doctrine should be given a different twist , which in fact turns it in the opposite ...
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