A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
From inside the book
Results 1-3 of 78
Page 162
Quincy Adams Kuehner, Enoch George Payne. tive force of impression is used against the school , or through force of ... forces without . Such solutions are but partial , and substitute favorable and even , in the case of particular ...
Quincy Adams Kuehner, Enoch George Payne. tive force of impression is used against the school , or through force of ... forces without . Such solutions are but partial , and substitute favorable and even , in the case of particular ...
Page 266
... force , " and quite another to claim that it is the supreme or even an impor- tant element in " progress . " How , if at all , is education a social force ? Does it counteract natural selection ? Is it an independent force ? If so , how ...
... force , " and quite another to claim that it is the supreme or even an impor- tant element in " progress . " How , if at all , is education a social force ? Does it counteract natural selection ? Is it an independent force ? If so , how ...
Page 288
... force which defeats its own object . Its main defect is that it bars cooperation . Every organism requires an environment of friends , partly to shield it from violent changes , and partly to supply it with its wants . The Gospel of Force ...
... force which defeats its own object . Its main defect is that it bars cooperation . Every organism requires an environment of friends , partly to shield it from violent changes , and partly to supply it with its wants . The Gospel of Force ...
Contents
CONCEPTS OF PHILOSOPHY AND PHILOS | 27 |
NATURALISM IN EDUCATION | 53 |
PRAGMATISM IN EDUCATION | 80 |
Copyright | |
19 other sections not shown
Other editions - View all
Common terms and phrases
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