A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 168
... limited by each other , and not of self - limited beings . Thus fate everywhere prevails in Nature , and each natural thing is constrained by its circum- stances , and can not change itself , can not realize an ideal of its own - in ...
... limited by each other , and not of self - limited beings . Thus fate everywhere prevails in Nature , and each natural thing is constrained by its circum- stances , and can not change itself , can not realize an ideal of its own - in ...
Page 304
... limited by the experience of another as one portion of time or space is limited by another portion of time or space . The continuity of experience is not then determined from without . Experi- ence is rather an organic unity that we ...
... limited by the experience of another as one portion of time or space is limited by another portion of time or space . The continuity of experience is not then determined from without . Experi- ence is rather an organic unity that we ...
Page 441
... limited by the conditions im- posed by the public , cannot be held responsible beyond the limits of opportunity furnished . Aside from lack of general encouragement and recognition of worthy service , the limita- tions are of two ...
... limited by the conditions im- posed by the public , cannot be held responsible beyond the limits of opportunity furnished . Aside from lack of general encouragement and recognition of worthy service , the limita- tions are of two ...
Contents
CONCEPTS OF PHILOSOPHY AND PHILOS | 27 |
NATURALISM IN EDUCATION | 53 |
PRAGMATISM IN EDUCATION | 80 |
Copyright | |
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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