A Philosophy of Education, Based on SourcesQuincy Adams Kuehner, Enoch George Payne |
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Page 38
... responses occurring at any one moment might be more complex and varied than they actually are if the bodily response mechanism were more complex than it really is . WEISS , ALBERT PAUL , Theoretical Basis of Human Behavior ( Columbus ...
... responses occurring at any one moment might be more complex and varied than they actually are if the bodily response mechanism were more complex than it really is . WEISS , ALBERT PAUL , Theoretical Basis of Human Behavior ( Columbus ...
Page 77
... response the case is very different . Perception , voluntary response , and conscious ac- tivity of every kind belong to personality , and therefore can- not as such be dealt with scientifically from the merely biologi- cal or ...
... response the case is very different . Perception , voluntary response , and conscious ac- tivity of every kind belong to personality , and therefore can- not as such be dealt with scientifically from the merely biologi- cal or ...
Page 337
... responses we learn can never be introspected , and had it not been for the objective studies of Pavlow and Wat- son we should have remained in ignorance of them to this day . The conditioned response , therefore , is a triumph for ...
... responses we learn can never be introspected , and had it not been for the objective studies of Pavlow and Wat- son we should have remained in ignorance of them to this day . The conditioned response , therefore , is a triumph for ...
Contents
CONCEPTS OF EDUCATION | 1 |
CONCEPTS OF PHILOSOPHY AND PHILOS OPHY OF EDUCATION | 27 |
NATURALISM IN EDUCATION | 53 |
Copyright | |
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action activity animals Aristotle become behavior believe boys called cation cerned chapter character child civilization conception conscious behaviour Corporal punishments culture curriculum democracy educa Education New York Educational Psychology elements environment ethical evolution existence experience fact function fundamental habits heredity HERMAN HARRELL Houghton Mifflin human ideal ideas identical elements important individual influence inheritance instincts intellectual intelligence interest knowledge living Macmillan material means mechanism ment mental method mind modern moral natural selection nature objective organism personality philosophy of education physical Plato possible practical pragmatism present principles problem problem of method produce progress psychology pupils purpose race rational reality realize relations result School Discipline scientific scientific method Scribner sense social social environment society soul spirit teacher teaching tests theism theory things thought tion true truth universe values vidual whole