Four Philosophies: And Their Practice in Education and ReligionHarper & Row, 1968 - 528 pages |
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Page 11
... tion , ( 2 ) the experience of the educator in nurturing the young places him in touch with phases of reality which are considered in making philosophic judgments . Because of this , those who are actively engaged in educating can ...
... tion , ( 2 ) the experience of the educator in nurturing the young places him in touch with phases of reality which are considered in making philosophic judgments . Because of this , those who are actively engaged in educating can ...
Page 295
... tion . The tendencies we inherit by birth , he says , are indeterminate and flexible . They lend themselves therefore to further determination and direc- tion . This task of determination and direction of man's inherited ten- dencies is ...
... tion . The tendencies we inherit by birth , he says , are indeterminate and flexible . They lend themselves therefore to further determination and direc- tion . This task of determination and direction of man's inherited ten- dencies is ...
Page 450
... tion of an enduring being which is beyond and more than the transient existences of man's world . Anxiety , he says , ontologically , is the self seek- ing a " ground of being " to take the place of being " thrown " into an existence ...
... tion of an enduring being which is beyond and more than the transient existences of man's world . Anxiety , he says , ontologically , is the self seek- ing a " ground of being " to take the place of being " thrown " into an existence ...
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