A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 99
... fact . There is no question of making the sun shine , or controlling the shining of the sun , but only of the fact whether the sun shines . Truth is the agreement of statement with fact . Ideas are not true because they work ; they work ...
... fact . There is no question of making the sun shine , or controlling the shining of the sun , but only of the fact whether the sun shines . Truth is the agreement of statement with fact . Ideas are not true because they work ; they work ...
Page 262
... fact and to settle later with logic and philosophy . Is it not a fact that the possibilities of our inheritance depend for their realization upon development , one of the most important fac- tors of which is use , functional activity in ...
... fact and to settle later with logic and philosophy . Is it not a fact that the possibilities of our inheritance depend for their realization upon development , one of the most important fac- tors of which is use , functional activity in ...
Page 317
... fact , namely , the extremely fragmentary nature of all direct individual conscious experi- ence . My point in this respect is that fragmentary individual ex- periences are all that we know , and that all speculation must start from ...
... fact , namely , the extremely fragmentary nature of all direct individual conscious experi- ence . My point in this respect is that fragmentary individual ex- periences are all that we know , and that all speculation must start from ...
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