The Purposes of Higher Education |
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Page 37
... teachers we have used our duty to present all sides of a question as an excuse for avoiding the responsibility of personal involvement ? Certainly there are some who make a point of practicing conscientious indecision . Doubtless they ...
... teachers we have used our duty to present all sides of a question as an excuse for avoiding the responsibility of personal involvement ? Certainly there are some who make a point of practicing conscientious indecision . Doubtless they ...
Page 97
... teacher these days , not to mention the enormous variety of types , it may be un- realistic to ask further that teachers like their students as individuals . But certainly they can like them in general , and ( in the main ) indi ...
... teacher these days , not to mention the enormous variety of types , it may be un- realistic to ask further that teachers like their students as individuals . But certainly they can like them in general , and ( in the main ) indi ...
Page 136
... teachers should be constrained from teaching from these perspectives if they continue to regard them as true . It cannot be said often enough that teachers must be permitted to teach things as they see them , assuming of course that ...
... teachers should be constrained from teaching from these perspectives if they continue to regard them as true . It cannot be said often enough that teachers must be permitted to teach things as they see them , assuming of course that ...
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