Four Philosophies and Their Practice in Education and ReligionHarper, 1951 - 551 pages |
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Page 25
... direct knowledge ? That is , do items or objects of knowledge themselves enter our minds when we come to know them ? There are those who give an affirmative answer to these questions . For them , the so - called facts of experience are ...
... direct knowledge ? That is , do items or objects of knowledge themselves enter our minds when we come to know them ? There are those who give an affirmative answer to these questions . For them , the so - called facts of experience are ...
Page 184
... Direct Experience It now remains for us to get some more of the detail of the idealist treatment of knowledge as it appears in some recent and contem- porary idealism . Mary Whiton Calkins tells us that by direct observation she has ...
... Direct Experience It now remains for us to get some more of the detail of the idealist treatment of knowledge as it appears in some recent and contem- porary idealism . Mary Whiton Calkins tells us that by direct observation she has ...
Page 360
... direct contact with the object known , and the critical realist saying that the object in the mind of the knower is not the same as the object in the outside world which it represents . The new realists say that objects are directly ...
... direct contact with the object known , and the critical realist saying that the object in the mind of the knower is not the same as the object in the outside world which it represents . The new realists say that objects are directly ...
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