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 87
Page 364
... purpose in the foregoing discussion is to make clear that curriculum construction involves a large question of direction or purpose , which our zeal for activity analysis is disposed to overlook . It is a question , if you like , of ...
... purpose in the foregoing discussion is to make clear that curriculum construction involves a large question of direction or purpose , which our zeal for activity analysis is disposed to overlook . It is a question , if you like , of ...
Page 429
... purpose is realized . Neither can this order be re- versed . The purpose cannot be realized without instruction , and the instruction cannot be given without organized means to that end . And these three phases of school can exist only ...
... purpose is realized . Neither can this order be re- versed . The purpose cannot be realized without instruction , and the instruction cannot be given without organized means to that end . And these three phases of school can exist only ...
Page 451
... purposes : judicial , instructional , and diagnostic . The judicial purpose , which teachers adopt when they attempt to discover how successful they have been , has relatively important and also relatively unimportant values . Of great ...
... purposes : judicial , instructional , and diagnostic . The judicial purpose , which teachers adopt when they attempt to discover how successful they have been , has relatively important and also relatively unimportant values . Of great ...
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