Four Philosophies: And Their Practice in Education and ReligionHarper & Row, 1968 - 528 pages |
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Page 44
... observation . 2. Experimental knowledge . Not exactly the same as a posteriori knowledge because it is not regarded as something finally to be concluded from experience or observation , by induction . Rather , it is something to be put ...
... observation . 2. Experimental knowledge . Not exactly the same as a posteriori knowledge because it is not regarded as something finally to be concluded from experience or observation , by induction . Rather , it is something to be put ...
Page 94
... observation " 18 which he urged as the essential of effective learning . To tell a child this and to show him that only make him a recipient of another's observations . If the learning intellect is to be guided to its appropriate food ...
... observation " 18 which he urged as the essential of effective learning . To tell a child this and to show him that only make him a recipient of another's observations . If the learning intellect is to be guided to its appropriate food ...
Page 381
... observation is not unimportant ; it is a necessity and its value becomes distinctly evident when this content provides hy- potheses for experimental action . But more important than observation and the content it yields is the method of ...
... observation is not unimportant ; it is a necessity and its value becomes distinctly evident when this content provides hy- potheses for experimental action . But more important than observation and the content it yields is the method of ...
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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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