A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 247
... habits in motion ; but it receives all custom tentatively as an hypothesis in its own dialectic , the mental after - image of every such performance of adoption or imitation is its own , and the consequent modification is its own . For ...
... habits in motion ; but it receives all custom tentatively as an hypothesis in its own dialectic , the mental after - image of every such performance of adoption or imitation is its own , and the consequent modification is its own . For ...
Page 257
... habits of reaction . Now of what do such habits of reaction themselves consist ? They consist of tendencies to act characteristically when certain ideas possess us , and to refrain characteristically when pos- sessed by other ideas ...
... habits of reaction . Now of what do such habits of reaction themselves consist ? They consist of tendencies to act characteristically when certain ideas possess us , and to refrain characteristically when pos- sessed by other ideas ...
Page 476
... habits much more easily than the adult ; but the adult , with trained powers , has an immense advantage over the child in the acquisition of information . The important thing in childhood is , therefore , to train the child in as large ...
... habits much more easily than the adult ; but the adult , with trained powers , has an immense advantage over the child in the acquisition of information . The important thing in childhood is , therefore , to train the child in as large ...
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