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Collected works of Bernard Lonergan. the Cincinnati lectures of 1959 on the philosophy of education / [Vol. 10], Topics in education :
| Clasificación: | Libro Electrónico |
|---|---|
| Autor principal: | |
| Otros Autores: | , , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Toronto ; Buffalo :
University of Toronto Press,
2005.
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| Colección: | Lonergan, Bernard J. F. Works
vol. 10. |
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- ""Contents""; ""Editors' Preface""; ""1 The Problem of a Philosophy of Education""; ""1 Philosophy of Education: Existence""; ""1.1 A Merely Negative Conception of Philosophy of Education""; ""1.2 The Influence of Dewey's Philosophy of Education""; ""1.3 Traditionalists and Modernists""; ""1.4 The Renaissance Ideal and Philosophy""; ""2 New Factors in Contemporary Education""; ""2.1 The Masses""; ""2.2 The New Learning""; ""2.3 Specialization""; ""3 Toward a Catholic Philosophy of Education""; ""4 Manner of Presentation""; ""2 The Human Good as Object: Its Invariant Structure""
- ""1 Introduction""""2 The Notion of the Good""; ""2.1 Not Abstract""; ""2.2 Not an Aspect""; ""2.3 Not Negative""; ""2.4 Not a Double Negation""; ""2.5 Not Merely an Ideal""; ""2.6 Not Apart from Evil""; ""2.7 Not Static""; ""2.8 The Good Known Analogously""; ""2.9 The General Notion of the Human Good""; ""3 The Invariant Structure of the Human Good""; ""3.1 The Structure""; ""3.2 Notes on the Invariant Structure of the Human Good""; ""3.3 Evil""; ""3 The Human Good as Object: Differentials and Integration""; ""1 The Differentials of the Human Good""; ""1.1 Intellectual Development""
- ""1.2 Sin""""1.3 Redemption""; ""1.4 Notes on the Differentials""; ""2 Levels of Integration""; ""2.1 Common Sense""; ""2.2 Four Levels of Integration""; ""4 The Human Good as the Developing Subject""; ""1 Transitions""; ""1.1 'Being a Man': From Essence to Ideal""; ""1.2 'We, ' 'I': From Substance to Subject""; ""1.3 From Faculty Psychology to Flow of Consciousness""; ""2 Differentiation and Horizon""; ""2.1 The Intellectual Pattern of Experience""; ""2.2 Horizon""; ""3 Development""; ""3.1 Scientific Development""; ""3.2 Philosophic Development""; ""3.3 Moral Development""
- ""4 Corollaries in Education""""4.1 Active Methods""; ""4.2 Should Education Be Moral?""; ""4.3 Philosophy of Education and the Horizon of the Educationalist""; ""5 The New Learning: Mathematics""; ""1 Knowledge of Intellect Prior to the New Learning""; ""1.1 Scholastic Theories""; ""1.2 Illustrations from Geometry""; ""1.3 Matter, Form, Abstraction""; ""1.4 Implications for Teaching""; ""1.5 Differences in Expression""; ""1.6 The Greek Achievement""; ""2 The Postclassical Versatility of Understanding""; ""2.1 The Lobatchevskian Experience""; ""2.2 Quest for Rigor""
- ""2.3 Abstraction: What Is Abstracted from""""2.4 What One Reaches by Abstraction""; ""2.5 Abstraction and Operations: Group Theory""; ""6 Science and the New Learning""; ""1 Heuristic Structures and Canons""; ""1.1 An Instance""; ""1.2 Heuristic Structure""; ""1.3 The Canons of Empirical Method""; ""1.4 Teaching Physics""; ""2 The Transformation of the Notion of Science""; ""2.1 From the Certain to the Probable: Science, Judgment, and Wisdom""; ""2.2 Things and Causes: Analysis and Synthesis""; ""2.3 Field Theory""; ""2.4 From Logical Ideal to Method""