Four Philosophies: And Their Practice in Education and ReligionHarper & Row, 1968 - 528 pages |
From inside the book
Results 1-3 of 57
Page 88
... pupil , the person being taught , the educand . Though philosophies do not agree as to the importance of the pupil , and certainly not in understanding his essential nature , he is sufficiently central that one task of each of the ...
... pupil , the person being taught , the educand . Though philosophies do not agree as to the importance of the pupil , and certainly not in understanding his essential nature , he is sufficiently central that one task of each of the ...
Page 191
... PUPIL We must now define the pupil as he is seen when idealism is the guiding philosophy of education . For the idealist the approach to the pupil is in itself important . It is not enough to observe the phenomenal side of his existence ...
... PUPIL We must now define the pupil as he is seen when idealism is the guiding philosophy of education . For the idealist the approach to the pupil is in itself important . It is not enough to observe the phenomenal side of his existence ...
Page 203
... pupil the desire to learn . Teaching is not making pupils learn by the sheer force of coer- cive measures . True teaching makes “ learning so attractive and compelling in interest that pupils . . . want to learn . " 49 The role of the ...
... pupil the desire to learn . Teaching is not making pupils learn by the sheer force of coer- cive measures . True teaching makes “ learning so attractive and compelling in interest that pupils . . . want to learn . " 49 The role of the ...
Contents
The Approaches to Philosophy | 3 |
A Brief History of Naturalism | 49 |
A Systematic Synopsis of the Philosophy of Naturalism | 69 |
Copyright | |
23 other sections not shown
Other editions - View all
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