Four Philosophies and Their Practice in Education and ReligionHarper, 1951 - 551 pages |
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Page 440
... situation be- comes a problematic situation in the mind of the person confronted by it . For then the knowledge aspect of the situation has come into focus sufficiently for a definition to be attempted regarding what it is in the ...
... situation be- comes a problematic situation in the mind of the person confronted by it . For then the knowledge aspect of the situation has come into focus sufficiently for a definition to be attempted regarding what it is in the ...
Page 449
... situation , and should not peter out before they are projected into appropriate actions . At the same time , there needs to be action appropriate to the situation , but it should not be divorced from feelings and attitudes by which the ...
... situation , and should not peter out before they are projected into appropriate actions . At the same time , there needs to be action appropriate to the situation , but it should not be divorced from feelings and attitudes by which the ...
Page 465
... situation becomes a guide to the further study and observation of the situation . The turning over of the indeterminate elements , the recognition of relations which they may have to other elements in the situation , and the discovery ...
... situation becomes a guide to the further study and observation of the situation . The turning over of the indeterminate elements , the recognition of relations which they may have to other elements in the situation , and the discovery ...
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