Four Philosophies and Their Practice in Education and ReligionHarper, 1951 - 551 pages |
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Page 69
... Nature . But he did not think of God as having a present connection with Nature which makes living a warm personal affair of spirit meeting with spirit . Accordingly , he did not provide for direct religious instruction in his education ...
... Nature . But he did not think of God as having a present connection with Nature which makes living a warm personal affair of spirit meeting with spirit . Accordingly , he did not provide for direct religious instruction in his education ...
Page 87
... Nature ; they do not transcend Nature by being rooted in an order which is above or different from Nature . Stated from a frame of reference other than the natural versus the supernatural source of values , this prin- ciple also means ...
... Nature ; they do not transcend Nature by being rooted in an order which is above or different from Nature . Stated from a frame of reference other than the natural versus the supernatural source of values , this prin- ciple also means ...
Page 117
... Nature , naturalism says , that exists ultimately . But to go on and say that to exist means to be a part of Nature misses the point of the second question . To attempt to say what is meant by the idea of existing , as such , involves ...
... Nature , naturalism says , that exists ultimately . But to go on and say that to exist means to be a part of Nature misses the point of the second question . To attempt to say what is meant by the idea of existing , as such , involves ...
Contents
THE APPROACHES TO PHILOSOPHY | 1 |
THE VOCABULARY OF PHILOSOPHY | 41 |
A BRIEF HISTORY OF NATURALISM | 51 |
Copyright | |
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A. N. Whitehead achievement activity actual aesthetic value aspect atoms axiology become belief cause chapter character child common conception consciousness constitute cosmos defined Democritus Descartes Dewey dualism empiricism ence Epicurus epistemology essence ethical evil existence experience external fact finite follows Hegel Herbert Spencer Herman Harrell Horne Hocking human Ibid idealism idealist ideas important individual John Dewey Kant kind learning Leibniz living logic Lucretius Mary Whiton Calkins matter means ment mental metaphysics method mind monism Montague moral naturalistic Nature Neo-Scholasticism object organism pattern perception perience person Philosophy of Education philosophy of religion physical world possible pragmatism pragmatists present principle problem propositions Protagoras pupil qualities question realists reality realized realm reason regarded relation reveals says selfhood sense situation society soul specific spirit student substance teacher teaching theory of knowledge things thought tion truth ultimate unity universe York