The Purposes of Higher Education |
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Page 25
... assume many , perhaps very many , patterns which are equally good ; it only disbelieves that all the roads life can take must be regarded as equally good . It does not assume that we have an inside track on whatever transcultural values ...
... assume many , perhaps very many , patterns which are equally good ; it only disbelieves that all the roads life can take must be regarded as equally good . It does not assume that we have an inside track on whatever transcultural values ...
Page 31
... assume responsibility for directing the course of society - for rallying a people to decision , say , in an hour of crisis . He does not even have to assume responsibility for the total life of his students . Moreover , he is working ...
... assume responsibility for directing the course of society - for rallying a people to decision , say , in an hour of crisis . He does not even have to assume responsibility for the total life of his students . Moreover , he is working ...
Page 121
... assume that the problem is basically one for educa- tional philosophy rather than political maneuvering . So often this problem is approached by asking , " What can the schools legally do in the area of moral and spiritual values ...
... assume that the problem is basically one for educa- tional philosophy rather than political maneuvering . So often this problem is approached by asking , " What can the schools legally do in the area of moral and spiritual values ...
Contents
PART | 5 |
OBJECTIVITY VERSUS COMMITMENT | 30 |
FREEDOM VERSUS AUTHORITY | 59 |
Copyright | |
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Common terms and phrases
ability absolute Academic freedom accept Aldous Huxley altruism answer anthropology appreciation Arthur Compton Ashley Montagu assume basic beauty become belief cerned Chapter common concept concern confidence context conviction creative cultural relativism culture Dean Thomas democracy develop dogmatism E. G. Boring economic egoism equal Eric Fromm evaluations evidence fact faith fallibilism feeling human HUSTON SMITH ideal ideas important individual intellectual interests involves keep kind knowledge liberal education lives man's mean mind minor premise moral motivations nature neutrality never objectivist objectivity obvious one's patterns perspectives philosophy political possible precisely principle problem psychological question reality reason relativism religion religious responsibility secular secularist selfish sense significant situation social society specific spirit stand statism teachers things thinking thought tion true truth turn understanding University valid values versus whole word