A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 266
... progress . " But the problem of education as a factor in social progress is not so simple as might appear . It is one thing to say with Ward that education is the paramount " social force , " and quite another to claim that it is the ...
... progress . " But the problem of education as a factor in social progress is not so simple as might appear . It is one thing to say with Ward that education is the paramount " social force , " and quite another to claim that it is the ...
Page 267
... progress is marked by a shifting and raising of the inci- dence of values and by transition from a social organization wherein status and custom predominate to one characterized more by free contract and individual judgment . Or , if we ...
... progress is marked by a shifting and raising of the inci- dence of values and by transition from a social organization wherein status and custom predominate to one characterized more by free contract and individual judgment . Or , if we ...
Page 279
... progress indeed . . . . Progress is the increasing self - possession of the race in its world . Among the many kinds of men that make this prog- ress possible are to be found the scholars . HORNE , HERMAN HARRELL , The Philosophy of ...
... progress indeed . . . . Progress is the increasing self - possession of the race in its world . Among the many kinds of men that make this prog- ress possible are to be found the scholars . HORNE , HERMAN HARRELL , The Philosophy of ...
Contents
CONCEPTS OF PHILOSOPHY AND PHILOS | 27 |
NATURALISM IN EDUCATION | 53 |
PRAGMATISM IN EDUCATION | 80 |
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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