Four Philosophies and Their Practice in Education and ReligionHarper, 1951 - 551 pages |
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Page 322
... desires of the moment . Such repression in itself is not a value ; rather it is the greater good to be realized by it ... desire ; and sensory satisfaction as the temporary actualization of spiritual need . The one is to the other as the ...
... desires of the moment . Such repression in itself is not a value ; rather it is the greater good to be realized by it ... desire ; and sensory satisfaction as the temporary actualization of spiritual need . The one is to the other as the ...
Page 446
... desire alone ; it does not define value as that which fulfills desire in a purely subjective or selfish way . Its treatment of value is at the same time more critical , more objective , and less personal than this . If a person were to ...
... desire alone ; it does not define value as that which fulfills desire in a purely subjective or selfish way . Its treatment of value is at the same time more critical , more objective , and less personal than this . If a person were to ...
Page 485
... desire , or an open field of guesses as to the nature of reality in which one opinion is as good as another , as well as a dogmatism , religious or scientific , which is out to create a rationalistic monopoly . Responsible thought ...
... desire , or an open field of guesses as to the nature of reality in which one opinion is as good as another , as well as a dogmatism , religious or scientific , which is out to create a rationalistic monopoly . Responsible thought ...
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