Four Philosophies and Their Practice in Education and ReligionHarper, 1951 - 551 pages |
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Page 26
... perception . Just what is it that happens when our senses are stimulated ? When qualities arise in consciousness and are identified as colors , particular objects , sounds , textures , warmth - cold feelings , etc. ? This is the crux of ...
... perception . Just what is it that happens when our senses are stimulated ? When qualities arise in consciousness and are identified as colors , particular objects , sounds , textures , warmth - cold feelings , etc. ? This is the crux of ...
Page 399
... perception which is the result of both stimulus and response . For example , something in an apple stimulates our visual senses , we respond , and the resulting experience is the perception , " the apple is red . " The accompanying ...
... perception which is the result of both stimulus and response . For example , something in an apple stimulates our visual senses , we respond , and the resulting experience is the perception , " the apple is red . " The accompanying ...
Page 400
... perception as knowledge . But , defining all thinking as experimenta- tion , he regards hypotheses tested by experiment as being the near- est approach to knowledge which is available to man . For the sense perception of Protagoras he ...
... perception as knowledge . But , defining all thinking as experimenta- tion , he regards hypotheses tested by experiment as being the near- est approach to knowledge which is available to man . For the sense perception of Protagoras he ...
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