Four Philosophies and Their Practice in Education and ReligionHarper, 1951 - 551 pages |
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Page 27
... closely tied to the active realization of human values . 3. Logic Logic , the third major phase of philosophy , is closely related to epistemology . A person's conclusions about the nature of knowl- edge will influence his approach to ...
... closely tied to the active realization of human values . 3. Logic Logic , the third major phase of philosophy , is closely related to epistemology . A person's conclusions about the nature of knowl- edge will influence his approach to ...
Page 203
... closely identified with the essence of things , and with the whole undivided essence , as closely as is possible , while he still remains a creature of the natural order . 3. Religious Value William E. Hocking has distinguished himself ...
... closely identified with the essence of things , and with the whole undivided essence , as closely as is possible , while he still remains a creature of the natural order . 3. Religious Value William E. Hocking has distinguished himself ...
Page 348
... closely with the realist pattern again . It should be said however that there is a close bond between instruction and training in Soviet educa- tional theory . A purely verbal impartation of content within the walls of the classroom has ...
... closely with the realist pattern again . It should be said however that there is a close bond between instruction and training in Soviet educa- tional theory . A purely verbal impartation of content within the walls of the classroom has ...
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