Four Philosophies and Their Practice in Education and ReligionHarper, 1951 - 551 pages |
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Page 91
... possible value as to replace circumstances which destroy value with circumstances which possess and conserve value . It is not possible , therefore , to enumerate or more specifically character- ize some values and designate them as the ...
... possible value as to replace circumstances which destroy value with circumstances which possess and conserve value . It is not possible , therefore , to enumerate or more specifically character- ize some values and designate them as the ...
Page 108
... possible or potential . That refined use of the imagination , in which we project ourselves into the possible future and envision what could be , is at least a part of our ability to evaluate . But we do not only judge things to be ...
... possible or potential . That refined use of the imagination , in which we project ourselves into the possible future and envision what could be , is at least a part of our ability to evaluate . But we do not only judge things to be ...
Page 502
... possible or potential ; all value which is ultimately good is actual in Him . Within Him no growth or development or ... possible value.1 All possible value which is good already has ex- 18 Cf. 19 Cf. PP . PP . 107-109 . 472-473 ...
... possible or potential ; all value which is ultimately good is actual in Him . Within Him no growth or development or ... possible value.1 All possible value which is good already has ex- 18 Cf. 19 Cf. PP . PP . 107-109 . 472-473 ...
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