A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne Prentice-Hall, Incorporated, 1935 - 624 pages |
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Page 301
... scientific world cannot prescribe the orientation of something which is excluded from the scien- tific world . The scientific answer is relevant so far as con- cerns the sense - impressions interlocked with the stirring of the spirit ...
... scientific world cannot prescribe the orientation of something which is excluded from the scien- tific world . The scientific answer is relevant so far as con- cerns the sense - impressions interlocked with the stirring of the spirit ...
Page 349
... scientific knowledge which deals with experience from the psychological standpoint seems to be the most fundamental variety of scientific knowl- edge ; but this knowledge ceases to have the same fundamental character when it is only ...
... scientific knowledge which deals with experience from the psychological standpoint seems to be the most fundamental variety of scientific knowl- edge ; but this knowledge ceases to have the same fundamental character when it is only ...
Page 470
... scientific intolerance . Everything must be scientific , even to charity and ideals . But the term scientific needs some treatment itself . The legisla- tors of several states have undertaken the job , but I am skep- tical about the ...
... scientific intolerance . Everything must be scientific , even to charity and ideals . But the term scientific needs some treatment itself . The legisla- tors of several states have undertaken the job , but I am skep- tical about the ...
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