Four Philosophies and Their Practice in Education and ReligionHarper, 1951 - 551 pages |
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Page 207
... social theory as it should have been , it should be noted that this failure is not essential to the character of idealism . Because there are certain principles central in idealism which have necessary social bearings and others which ...
... social theory as it should have been , it should be noted that this failure is not essential to the character of idealism . Because there are certain principles central in idealism which have necessary social bearings and others which ...
Page 222
... social efficiency of the culture . " De- mocracy , " he says , " is a spiritual unity in a social variety . " 35 All classes , races , and levels are not to be welded into one piece . They are to be united in spirit and in the effort to ...
... social efficiency of the culture . " De- mocracy , " he says , " is a spiritual unity in a social variety . " 35 All classes , races , and levels are not to be welded into one piece . They are to be united in spirit and in the effort to ...
Page 327
... social value of realism proceeds from the assumption that however important social values are , the foundations of their existence are the physical universe and indi- vidual man . For the social process depends upon these two funda ...
... social value of realism proceeds from the assumption that however important social values are , the foundations of their existence are the physical universe and indi- vidual man . For the social process depends upon these two funda ...
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