A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 311
... relations have been developed , or it may be used generally for an experience which is not direct . At any time all ... relations even of co- existence . It contains all relations , and distinctions , and every ideal object that at the ...
... relations have been developed , or it may be used generally for an experience which is not direct . At any time all ... relations even of co- existence . It contains all relations , and distinctions , and every ideal object that at the ...
Page 316
... relations . Then the generality and uniformity which are ascribed to time and space express what may be termed the ... relations of the crude data of experience , but is the result of substituting for them more refined logical entities ...
... relations . Then the generality and uniformity which are ascribed to time and space express what may be termed the ... relations of the crude data of experience , but is the result of substituting for them more refined logical entities ...
Page 318
... relations between things . The difference is , that this para- graph is written from a more developed point of view , as it implicitly assumes the things in space , and conceives space as an expression of certain of their relations ...
... relations between things . The difference is , that this para- graph is written from a more developed point of view , as it implicitly assumes the things in space , and conceives space as an expression of certain of their relations ...
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