Philosophy for the Study of EducationHoughton Mifflin, 1969 - 473 páginas |
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Página 235
... experience a pure sentiment , or remain in the same state for two successive moments . Weal and woe are common to us all , but in differ- ing measure . The happiest man is the one who suffers least : the most miserable the one who has ...
... experience a pure sentiment , or remain in the same state for two successive moments . Weal and woe are common to us all , but in differ- ing measure . The happiest man is the one who suffers least : the most miserable the one who has ...
Página 251
... experience repre- sents universal ordering functions of the mind , and in this fact lies the possibility of making statements which are both certain and applicable to experience . That is , we can know a priori that every event occurred ...
... experience repre- sents universal ordering functions of the mind , and in this fact lies the possibility of making statements which are both certain and applicable to experience . That is , we can know a priori that every event occurred ...
Página 274
James Louis Jarrett. when one generation transmits to the next its stores of experience and knowledge , each generation adding something of its own be- fore transmitting them to the following . What vast culture and experience does not ...
James Louis Jarrett. when one generation transmits to the next its stores of experience and knowledge , each generation adding something of its own be- fore transmitting them to the following . What vast culture and experience does not ...
Contenido
Foreword | 1 |
PART ONE Ancient | 9 |
ARISTOTLE | 72 |
Derechos de autor | |
Otras 14 secciones no mostradas
Términos y frases comunes
able action active Adeimantus Anytus areté Aristotle become believe Bertrand Russell body called cause Certainly child Cicero Comenius consider Descartes desire divine duty educa ence evil exercise existence experience external fact faculty feeling G. E. Moore give Glaucon habit happiness hear honour human ical idea imagine instruction intel intellect intelligence Jean Jacques Rousseau kind knowl knowledge language living manner matter means ment mental merely mind moral nature necessary never object opinion orator perfect person philosophy philosophy of education Plato pleasure Plutarch possible practical principle pupil question Quintilian rational reality reason replied rules schools sense Socrates soul speak spect suppose T. H. Huxley tain taught teacher teaching theory things thought tion true truth understand universal virtue whole words