The Purposes of Higher Education |
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Page 50
... evidence we have been able to discover supports them : We will be happy to consider any contrary evidence which anyone can offer , and we certainly do not feel that we understand the full implications of our present view . But the drift ...
... evidence we have been able to discover supports them : We will be happy to consider any contrary evidence which anyone can offer , and we certainly do not feel that we understand the full implications of our present view . But the drift ...
Page 53
... evidence in their favor . We must not conclude from this that only those beliefs which are backed by firm evidence are justified . The problem of " warranted belief " is a complicated one . Whether a given belief is warranted cannot be ...
... evidence in their favor . We must not conclude from this that only those beliefs which are backed by firm evidence are justified . The problem of " warranted belief " is a complicated one . Whether a given belief is warranted cannot be ...
Page 55
... evidence - that is the greatest sin , " but we are merely doctrinaire unless we recognize that a host of life's ques- tions admit of only the most improper evidence judged by any absolute standards . Yet they are among the most ...
... evidence - that is the greatest sin , " but we are merely doctrinaire unless we recognize that a host of life's ques- tions admit of only the most improper evidence judged by any absolute standards . Yet they are among the most ...
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