A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 162
... interest in studies , impatience of rou- tine , reaction from purely academic existence , discomfort from unhealthful or unnatural environment - hourly , daily , week after week , month after month , and year after year ; on the other ...
... interest in studies , impatience of rou- tine , reaction from purely academic existence , discomfort from unhealthful or unnatural environment - hourly , daily , week after week , month after month , and year after year ; on the other ...
Page 319
... interest and values centred in ourselves as in- dividuals , nor are there any spatial or temporal limits to them . Time- and space - relations express them ... interests , but one interest , with its values THE MEANING OF EXPERIENCE 319.
... interest and values centred in ourselves as in- dividuals , nor are there any spatial or temporal limits to them . Time- and space - relations express them ... interests , but one interest , with its values THE MEANING OF EXPERIENCE 319.
Page 518
... interest is in sole possession of the field , and in a form far more extreme and sinister than ever before . Mr. Dewey's integration succeeded admirably in rec- ognizing effort as an outcome of interest , but the basic fact that the ...
... interest is in sole possession of the field , and in a form far more extreme and sinister than ever before . Mr. Dewey's integration succeeded admirably in rec- ognizing effort as an outcome of interest , but the basic fact that the ...
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