A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 29
... feelings . It must agree with common sense , with sight and touch , and with all the realities of life . It must ... feeling ; that breeds familiarity with the universe , destroying wholesome awe and wonder , is wrong . It is wrong ...
... feelings . It must agree with common sense , with sight and touch , and with all the realities of life . It must ... feeling ; that breeds familiarity with the universe , destroying wholesome awe and wonder , is wrong . It is wrong ...
Page 311
... feeling , and appearance of this character in a finite center . Feeling may stand for a physical stage before relations have been developed , or it may be used generally for an experience which is not direct . At any time all that we ...
... feeling , and appearance of this character in a finite center . Feeling may stand for a physical stage before relations have been developed , or it may be used generally for an experience which is not direct . At any time all that we ...
Page 347
... feeling with the eye nor hear it with the ear ; nor can we taste it , or smell it , or touch it . A feeling can be perceived only by consciousness . So , too , the processes of knowing and willing can not be perceived except by ...
... feeling with the eye nor hear it with the ear ; nor can we taste it , or smell it , or touch it . A feeling can be perceived only by consciousness . So , too , the processes of knowing and willing can not be perceived except by ...
Contents
CONCEPTS OF EDUCATION | 1 |
CONCEPTS OF PHILOSOPHY AND PHILOS OPHY OF EDUCATION | 27 |
NATURALISM IN EDUCATION | 53 |
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