A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 40
... fundamental and comprehensive than science , otherwise they are identical in their aims . Philosoph- ical knowledge has three fundamental characteristics : ( 1 ) It is fundamental knowledge . ( 2 ) It is most comprehensive or ...
... fundamental and comprehensive than science , otherwise they are identical in their aims . Philosoph- ical knowledge has three fundamental characteristics : ( 1 ) It is fundamental knowledge . ( 2 ) It is most comprehensive or ...
Page 63
... fundamental activities of life ; we are not so much strangers or intruders in the universe as we at first thought . Those inert atoms in the primeval slime which first began to foreshadow the attributes of life were putting them- selves ...
... fundamental activities of life ; we are not so much strangers or intruders in the universe as we at first thought . Those inert atoms in the primeval slime which first began to foreshadow the attributes of life were putting them- selves ...
Page 85
... fundamental to being complete , so I propose to you to hold fast to the ultra - simple point of view . The reasons why I call it so fundamental can be easily told . First , human and animal psychology thereby become less discontinuous ...
... fundamental to being complete , so I propose to you to hold fast to the ultra - simple point of view . The reasons why I call it so fundamental can be easily told . First , human and animal psychology thereby become less discontinuous ...
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