Four Philosophies and Their Practice in Education and ReligionHarper, 1951 - 551 pages |
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Page 97
... child's own educative activity . This is his contribution to living and learning which is the cornerstone of all of ... child likes to do is an important index to the kind of activity which is educative for him at a given stage of his ...
... child's own educative activity . This is his contribution to living and learning which is the cornerstone of all of ... child likes to do is an important index to the kind of activity which is educative for him at a given stage of his ...
Page 103
... child this and to show him that only make him a recipient of another's observations . If the learning intel- lect is to be guided to its appropriate food , children must master the art of independent observation and direct acquaintance ...
... child this and to show him that only make him a recipient of another's observations . If the learning intel- lect is to be guided to its appropriate food , children must master the art of independent observation and direct acquaintance ...
Page 230
... child scribbles on a piece of paper . On the surface this may appear to be copying ; but implicitly it is the originality and creative capacity of the child emerging in its earliest observable forms . That this is so , Horne witnesses ...
... child scribbles on a piece of paper . On the surface this may appear to be copying ; but implicitly it is the originality and creative capacity of the child emerging in its earliest observable forms . That this is so , Horne witnesses ...
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