The Purposes of Higher Education |
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Page 150
... learning brought to bear upon them can keep them from infecting the mind with triviality . Students who are made to deal with them will come to hate thinking . But for knowledge to be significant , it is not enough that it relate to ...
... learning brought to bear upon them can keep them from infecting the mind with triviality . Students who are made to deal with them will come to hate thinking . But for knowledge to be significant , it is not enough that it relate to ...
Page 166
... learning is precarious in any area , not least here where the very amorphousness of the sea of facts some- times makes it difficult for the teeth of mathematics and logic to mesh in with them . For this reason it is essential that the ...
... learning is precarious in any area , not least here where the very amorphousness of the sea of facts some- times makes it difficult for the teeth of mathematics and logic to mesh in with them . For this reason it is essential that the ...
Page 191
... learning through the pores as an adjunct to learning through the intellect . We turn now to six specific motivations which liberal education should foster . MOTIVATION TO DEVELOP AN ADEQUATE HIERARCHY OF VALUES The plurality of ...
... learning through the pores as an adjunct to learning through the intellect . We turn now to six specific motivations which liberal education should foster . MOTIVATION TO DEVELOP AN ADEQUATE HIERARCHY OF VALUES The plurality of ...
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