The Purposes of Higher Education |
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Page 32
... look at one moment like a megaphone with the small end close , and at the next like a receding hallway with the aperture appearing to grow smaller . Which are the lines really ? The answer , of course , is that in them- selves they are ...
... look at one moment like a megaphone with the small end close , and at the next like a receding hallway with the aperture appearing to grow smaller . Which are the lines really ? The answer , of course , is that in them- selves they are ...
Page 155
... look at the world in the same way , and that insofar as science does have a unified point of view it is not exclusive of others common sense , aesthetic , and the like . If these aims can be achieved , instruction in the sciences ...
... look at the world in the same way , and that insofar as science does have a unified point of view it is not exclusive of others common sense , aesthetic , and the like . If these aims can be achieved , instruction in the sciences ...
Page 179
... look to them , with at least a glimmer of comprehension as to why they look that way . Admiration may follow such understanding , or it may not . But where understanding is genuine the alternative to admiration is usually compassion ...
... look to them , with at least a glimmer of comprehension as to why they look that way . Admiration may follow such understanding , or it may not . But where understanding is genuine the alternative to admiration is usually compassion ...
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