A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
From inside the book
Results 1-3 of 76
Page 245
... never learned to use their talents . In all men the capacity for intellectual development is probably much greater than the actuality . The parable of the talents expresses a profound biological truth , men differ in hereditary ...
... never learned to use their talents . In all men the capacity for intellectual development is probably much greater than the actuality . The parable of the talents expresses a profound biological truth , men differ in hereditary ...
Page 508
... never , to any appreciable extent , demote any standards of civic , social or industrial , domestic or community life . They will never for long walk backwards , for no one ever goes where he is looking when he is walking backwards ...
... never , to any appreciable extent , demote any standards of civic , social or industrial , domestic or community life . They will never for long walk backwards , for no one ever goes where he is looking when he is walking backwards ...
Page 561
... never , under any condition , ceases to labour for their ennoblement , and consequently never , under any con- dition , gives up his Hope in them . Fichte's Popular Works ( translated by William Smith ; London , Trübner , 1889 ) , Vol ...
... never , under any condition , ceases to labour for their ennoblement , and consequently never , under any con- dition , gives up his Hope in them . Fichte's Popular Works ( translated by William Smith ; London , Trübner , 1889 ) , Vol ...
Contents
CONCEPTS OF PHILOSOPHY AND PHILOS | 27 |
NATURALISM IN EDUCATION | 53 |
PRAGMATISM IN EDUCATION | 80 |
Copyright | |
19 other sections not shown
Other editions - View all
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