A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 211
... limits which closely cramp and narrowly confine , but for most of us there is plenty of unoccupied territory . Heredity and en- vironment are far kinder to the average human being than most of us are willing to admit . Rare indeed is ...
... limits which closely cramp and narrowly confine , but for most of us there is plenty of unoccupied territory . Heredity and en- vironment are far kinder to the average human being than most of us are willing to admit . Rare indeed is ...
Page 242
... limits , act as I will . Action , in other words , is in a measure governed by desires and intentions . And this measure is capable of being increased , as knowledge , skill , and co - operation develop . There is even a possibility and ...
... limits , act as I will . Action , in other words , is in a measure governed by desires and intentions . And this measure is capable of being increased , as knowledge , skill , and co - operation develop . There is even a possibility and ...
Page 507
... limits , and very small limits too , it is the inalienable prerogative of man , of which no force of circumstances and no lapse of time can deprive him . He has no right to barter it away even from himself , still less from his children ...
... limits , and very small limits too , it is the inalienable prerogative of man , of which no force of circumstances and no lapse of time can deprive him . He has no right to barter it away even from himself , still less from his children ...
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