Four Philosophies: And Their Practice in Education and ReligionHarper & Row, 1968 - 528 pages |
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Page 12
... effective ; otherwise it descends to the level of aimless activity which is the antithesis of educative experience . But how can education have valid objectives unless these are formulated within the context of responsible thinking ...
... effective ; otherwise it descends to the level of aimless activity which is the antithesis of educative experience . But how can education have valid objectives unless these are formulated within the context of responsible thinking ...
Page 414
... effectiveness alone , as might be possessed by the learning of a trade or profession ; by social efficiency they mean a many - sided effective- ness in maintaining social relations of all kinds . And furthermore , it should be ...
... effectiveness alone , as might be possessed by the learning of a trade or profession ; by social efficiency they mean a many - sided effective- ness in maintaining social relations of all kinds . And furthermore , it should be ...
Page 417
... effective teaching to synchronize with it , these wider , more inclusive , and more plastic cycles must be ... Effective teaching will flow therefore by such cycles ; and the effective teacher will guide learning by helping give form to ...
... effective teaching to synchronize with it , these wider , more inclusive , and more plastic cycles must be ... Effective teaching will flow therefore by such cycles ; and the effective teacher will guide learning by helping give form to ...
Contents
The Approaches to Philosophy | 3 |
A Brief History of Naturalism | 49 |
A Systematic Synopsis of the Philosophy of Naturalism | 69 |
Copyright | |
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Common terms and phrases
activity actually aesthetic values aspect axiology become belief chapter character common conceived conception concerned consciousness cosmos course Democritus Descartes discussion distinct empiricism ence Epicurus epistemology essence ethical evil existence existentialism existentialists experience external fact facticity freedom H. J. Blackham Hegel Herman Harrell Horne Hocking human Ibid idealism idealist ideas important individual John Dewey John Macquarrie Kant kind knowledge language analysis learning least Leibniz living logic Macmillan Company Mary Whiton Calkins matter means mental metaphysics method mind monism moral naturalistic Nature Neo-Scholastic object observation organism pattern perception person Philosophy of Education philosophy of religion possible pragmatism pragmatists present principle problem pupil qualities question realists reality realize realm reason regarded relation religious selfhood sense social society soul spirit statement student substance teacher theory things thinking thought tion truth ultimate unity universe William York