Four Philosophies and Their Practice in Education and ReligionHarper, 1951 - 551 pages |
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Page 172
... conceive how this could be so in terms of experience . ( 2 ) It conflicts with the conception of individuality as implying the free membership of self - active beings in a community . ( 3 ) It undermines the entire notion of value . If ...
... conceive how this could be so in terms of experience . ( 2 ) It conflicts with the conception of individuality as implying the free membership of self - active beings in a community . ( 3 ) It undermines the entire notion of value . If ...
Page 471
... conceptions of God as supernatural , he stands opposed to any apologetic for belief in the supernatural ... conception held by Wieman . For while Dewey's definition is not purely naturalistic in spirit , it is naturalistic ...
... conceptions of God as supernatural , he stands opposed to any apologetic for belief in the supernatural ... conception held by Wieman . For while Dewey's definition is not purely naturalistic in spirit , it is naturalistic ...
Page 472
... conception also fulfills this requirement , while at the same time being naturalistic ; but far different conceptions fit in with realism just as well . Realism's one requirement is met by the conception held by Macintosh , which leans ...
... conception also fulfills this requirement , while at the same time being naturalistic ; but far different conceptions fit in with realism just as well . Realism's one requirement is met by the conception held by Macintosh , which leans ...
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