Four Philosophies and Their Practice in Education and ReligionHarper, 1951 - 551 pages |
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Page 232
... achievements in living left to us by those geniuses and artists who have created beautiful lives . Prob- ably there is nothing ... achievement , and finally the growth and use of his contribution in the course of time and especially its ...
... achievements in living left to us by those geniuses and artists who have created beautiful lives . Prob- ably there is nothing ... achievement , and finally the growth and use of his contribution in the course of time and especially its ...
Page 241
... achievement , namely , intellect , emotion , and will . By this Horne means " there must be some science , some art ... achievements , exercise , and ac- tivity . " 122 The books studied by pupils do not themselves constitute the ...
... achievement , namely , intellect , emotion , and will . By this Horne means " there must be some science , some art ... achievements , exercise , and ac- tivity . " 122 The books studied by pupils do not themselves constitute the ...
Page 460
... achievement , was the emergence of language . As experience went on , age after age , symbols gradually became identified with things experienced . Because of this identification , one syllable could have become the shorthand for a ...
... achievement , was the emergence of language . As experience went on , age after age , symbols gradually became identified with things experienced . Because of this identification , one syllable could have become the shorthand for a ...
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