Four Philosophies and Their Practice in Education and ReligionHarper, 1951 - 551 pages |
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Page 239
... character educa- tion . For idealism it is likely true that all education deserving the name is character education , for it gets at the springs of action and tries to guide action in the right way . Horne finds that belief in freedom ...
... character educa- tion . For idealism it is likely true that all education deserving the name is character education , for it gets at the springs of action and tries to guide action in the right way . Horne finds that belief in freedom ...
Page 389
... character of knowledge as such reveals something about the char- acter of reality . The principle with which the philosophy of realism has proposed to supplant this idealist principle is that the character of knowledge as such reveals ...
... character of knowledge as such reveals something about the char- acter of reality . The principle with which the philosophy of realism has proposed to supplant this idealist principle is that the character of knowledge as such reveals ...
Page 517
... character of the pupil lacks much , and because of his radical freedom he is commonly in opposi- tion to God , embracing traits of character which are contradictions of the righteousness of God . Furthermore , the vast majority of ...
... character of the pupil lacks much , and because of his radical freedom he is commonly in opposi- tion to God , embracing traits of character which are contradictions of the righteousness of God . Furthermore , the vast majority of ...
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