Four Philosophies and Their Practice in Education and ReligionHarper, 1951 - 551 pages |
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Page 319
... effective adjustment to the real world and in any adequate control of our experience . Montague suggests still other " ways of knowing " which have their contribution to make to the material of logic . ( 1 ) The accepting of ...
... effective adjustment to the real world and in any adequate control of our experience . Montague suggests still other " ways of knowing " which have their contribution to make to the material of logic . ( 1 ) The accepting of ...
Page 464
... effective thinking . Since , generally speaking , experimental method is the method of thought , experimental method is also the method of learning . Learning , like thinking , never begins from a static lag line ; it always begins in ...
... effective thinking . Since , generally speaking , experimental method is the method of thought , experimental method is also the method of learning . Learning , like thinking , never begins from a static lag line ; it always begins in ...
Page 486
... effective- ness is knowledge ; but more especially it is a theory of value , offer- ing a means by which it is hoped that individual and society can move effectively from present actual fact to future possible value . Added to these ...
... effective- ness is knowledge ; but more especially it is a theory of value , offer- ing a means by which it is hoped that individual and society can move effectively from present actual fact to future possible value . Added to these ...
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