Four Philosophies and Their Practice in Education and ReligionHarper, 1951 - 551 pages |
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Page 130
... substance , al- though it is not a unique position in the history of philosophy . Spinoza was not satisfied with the spirit - matter dualism in Descartes , and in his correction of it his conception of substance is important . ' By ...
... substance , al- though it is not a unique position in the history of philosophy . Spinoza was not satisfied with the spirit - matter dualism in Descartes , and in his correction of it his conception of substance is important . ' By ...
Page 285
... substance , previously discussed , is virtually as much realist as idealist ; for realists insist as much as idealists upon an unchanging and abiding reality . It has been shown that Spinoza was a monist ; he insisted that there is only ...
... substance , previously discussed , is virtually as much realist as idealist ; for realists insist as much as idealists upon an unchanging and abiding reality . It has been shown that Spinoza was a monist ; he insisted that there is only ...
Page 408
... substance as the foun- dation of all existence , as early materialism did , then the distinction is very easily made . For pragmatism , such as that of Dewey , believes in no enduring substance of any kind . But the distinction is made ...
... substance as the foun- dation of all existence , as early materialism did , then the distinction is very easily made . For pragmatism , such as that of Dewey , believes in no enduring substance of any kind . But the distinction is made ...
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