A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 221
... ment of desirable qualities , and second by improving the methods of instruction so that the children shall be able ... ment . Some cannot go as far as others in certain directions nor as easily , but no one has exhausted his ...
... ment of desirable qualities , and second by improving the methods of instruction so that the children shall be able ... ment . Some cannot go as far as others in certain directions nor as easily , but no one has exhausted his ...
Page 399
... ment . In a personalistic , in distinction from a prag- matic , philosophy of education , as Horne says , “ The teacher not only supplies environment but is environ- ment , not only modifies stimuli , but is a stimulus . His contacts ...
... ment . In a personalistic , in distinction from a prag- matic , philosophy of education , as Horne says , “ The teacher not only supplies environment but is environ- ment , not only modifies stimuli , but is a stimulus . His contacts ...
Page 466
... ment in objectifying observations as fully as possible . This has been done to a considerable extent in the construction of rating scales for personality and character qualities . Ob- jective examinations eliminate the personal equation ...
... ment in objectifying observations as fully as possible . This has been done to a considerable extent in the construction of rating scales for personality and character qualities . Ob- jective examinations eliminate the personal equation ...
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