A Cultural History of Western Education: Its Social and Intellectual FoundationsMcGraw-Hill, 1955 - 645 sider |
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Side 99
... truth directly without reliance upon the senses . Wisdom is the highest truth , and wisdom is God . True philosophy is therefore true religion , and both strive for the same eternal truth . St. Augustine followed Plato's idealism in ...
... truth directly without reliance upon the senses . Wisdom is the highest truth , and wisdom is God . True philosophy is therefore true religion , and both strive for the same eternal truth . St. Augustine followed Plato's idealism in ...
Side 145
... truth and bring his knowledge into actuality . The primary aim of human intellect is to reach out and grasp truth , but intellect cannot achieve truth unaided ; it must rely upon faith , revelation , and grace to arrive at the truths of ...
... truth and bring his knowledge into actuality . The primary aim of human intellect is to reach out and grasp truth , but intellect cannot achieve truth unaided ; it must rely upon faith , revelation , and grace to arrive at the truths of ...
Side 476
... truth is not a single and closed body of knowledge that holds good despite all the experience of men ; truth depends upon the consequences that occur when men act in certain ways . Truth is subject to change whenever better methods of ...
... truth is not a single and closed body of knowledge that holds good despite all the experience of men ; truth depends upon the consequences that occur when men act in certain ways . Truth is subject to change whenever better methods of ...
Indhold
PREFACE | 1 |
SOCIAL FOUNDATIONS OF GREEK EDUCATION | 29 |
INTELLECTUAL FOUNDATIONS OF GREEK EDUCATION | 45 |
Copyright | |
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academies achieved activities aims aristocratic Aristotle authority became began Calvinist Catholic century B.C. Christian church Church of England civil classes classical colleges colonies Columbia University common conception culture curriculum democracy democratic discipline doctrines early economic educa efforts eighteenth century elementary school emphasis England English established Europe faculty faculty psychology federal France freedom French gained German Greek groups high school higher education human nature Humanistic ideal ideas important individual industrial institutions instruction intellectual interests Italy knowledge labor language Latin learning liberal arts mathematics methods middle modern moral nineteenth century organized outlook philosophy physical Plato political practical principles public schools Puritan Quintilian reform religion religious Roman Russia school system scientific Second World War secondary education secondary schools secular separation of church social society subjects teachers teaching theory tion traditional twentieth century universities York youth