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Page 304
fixed dividing one part of experience from another . We may ask how such conceptions as matter and mind have arisen and discuss their validity , but we cannot set out from this dualism as if it were a fact .
fixed dividing one part of experience from another . We may ask how such conceptions as matter and mind have arisen and discuss their validity , but we cannot set out from this dualism as if it were a fact .
Page 316
326 Uniformity of the Texture of Experience If I understand Kant rightly — which I admit to be very problematical - he holds that in the act of experience we are aware of space and time as ingredients necessary for the occurrence of ...
326 Uniformity of the Texture of Experience If I understand Kant rightly — which I admit to be very problematical - he holds that in the act of experience we are aware of space and time as ingredients necessary for the occurrence of ...
Page 377
371 The Curriculum Is Experience under Intelligent Surr and Purposeful Control It follows that , since persons realize themselves in and through meaningful , integrated , and controlled experience , the approach to the assistance of ...
371 The Curriculum Is Experience under Intelligent Surr and Purposeful Control It follows that , since persons realize themselves in and through meaningful , integrated , and controlled experience , the approach to the assistance of ...
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Contents
CONCEPTS OF EDUCATION | 1 |
CONCEPTS OF PHILOSOPHY AND PHILOS OPHY OF EDUCATION | 27 |
NATURALISM IN EDUCATION | 53 |
Copyright | |
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Common terms and phrases
action activity animal become believe better body called chapter character child civilization common conception conscious course culture curriculum desire determined direct Education New York effect effort elements environment ethical existence experience fact feeling force function fundamental future give habits hand human ideal ideas important individual influence interest kind knowledge less limited living Macmillan material matter means measure mechanism mental method mind moral nature never objective organism personality philosophy physical play possible practical present principles problem produce progress psychology pupils question race reality realize reason regard relations religion religious scientific sense social society spirit teacher teaching tests theory things thought tion true truth universe values whole York
Bibliographic information
| Title | A Philosophy of Education, Based on Sources Prentice-Hall education series Prentice-Hall education series; E. George Payne, editor |
| Editors | Quincy Adams Kuehner, Enoch George Payne |
| Compiled by | Quincy Adams Kuehner |
| Publisher | Prentice-Hall, Incorporated, 1935 |
| Original from | the University of California |
| Digitized | 29 Oct 2007 |
| Length | 624 pages |
| Export Citation | BiBTeX EndNote RefMan |