Philosophy for the Study of EducationHoughton Mifflin, 1969 - 473 páginas |
Dentro del libro
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Página 20
... suppose to be goods although they are really evils ; and if they are mistaken and suppose the evils to be goods they really desire goods ? Men . Yes , in that case . Soc . Well , and do those who , as you say , desire evils , and think ...
... suppose to be goods although they are really evils ; and if they are mistaken and suppose the evils to be goods they really desire goods ? Men . Yes , in that case . Soc . Well , and do those who , as you say , desire evils , and think ...
Página 56
... suppose that they were naming what was actually before them ? Very true . And suppose further that the prison had an echo which came from the other side , would they not be sure to fancy when one of the passers - by spoke that the voice ...
... suppose that they were naming what was actually before them ? Very true . And suppose further that the prison had an echo which came from the other side , would they not be sure to fancy when one of the passers - by spoke that the voice ...
Página 202
... suppose that there existed nothing really such as they presented to us ; and because some men err in reasoning , and ... suppose that I had no body , and that there was no world nor any place in which I might be ; but that I could not ...
... suppose that there existed nothing really such as they presented to us ; and because some men err in reasoning , and ... suppose that I had no body , and that there was no world nor any place in which I might be ; but that I could 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