A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 483
... Play For years play was looked upon merely as a sort of in- evitable waste of time among children , but scientific study of the cultivation of these organisms has shown that play is in most respects the best , the ideal form of the ...
... Play For years play was looked upon merely as a sort of in- evitable waste of time among children , but scientific study of the cultivation of these organisms has shown that play is in most respects the best , the ideal form of the ...
Page 490
... Play ( New York , Scribner , 1920 ) , pp . 126-127 . 480 Provide Play for Every Child There is great need in the guidance of free play for teachers who know what play is , who understand the force of the in- stinct feelings involved and ...
... Play ( New York , Scribner , 1920 ) , pp . 126-127 . 480 Provide Play for Every Child There is great need in the guidance of free play for teachers who know what play is , who understand the force of the in- stinct feelings involved and ...
Page 491
... Play Must Be Distinguished from Each Other Thus work and play must be sharply distinguished from each other . If one does not insist on respect for work as an important substantial activity , he not only spoils play for his pupil ( for ...
... Play Must Be Distinguished from Each Other Thus work and play must be sharply distinguished from each other . If one does not insist on respect for work as an important substantial activity , he not only spoils play for his pupil ( for ...
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