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The Meaning of adult education / Eduard Christian Lindeman

By: Material type: TextTextPublication details: London, United Kingdom : Windham Press Classic Reprints, c1926Description: xx, 204 pages ; 20 cmISBN:
  • 9781628450385
Subject(s): LOC classification:
  • LC 5215 .L56 1926
Contents:
I. For those who need to be learners -- II. To those who have faith in intelligence -- III. With respect to the use of power -- IV. In view of the need for self-expression -- V. For those who require freedom -- VI. For those who would create -- VII. To those who appreciate -- VIII. To and age of specialism -- IX. As dynamic for collective enterprise -- X. In terms of method.
Summary: Each of us," wrote Anatole France, "must even be allowed to possess two or three philosophies at the same time," for the purpose, I presume, of saving our thought from the deadly formality of consistency. No one can write about education, particularly adult education, without deserting at various points all "schools" of pedagogy, psychology and philosophy. Incongruities are obvious: one cannot, for ex-ample, be a determinist and at the same time advocate education; nor can idealism be made to fit the actualities of life without recognition of the material limitations which surround living organisms.
Item type: Books
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Holdings
Item type Current library Home library Collection Call number Copy number Status Date due Barcode
Books Books National University - Manila LRC - Graduate Studies General Circulation Gen. Ed - CEAS GC LC 5215 .L56 1926 c.1 (Browse shelf(Opens below)) c.1 Available NULIB000013872

Includes bibliographical references and index.

I. For those who need to be learners -- II. To those who have faith in intelligence -- III. With respect to the use of power -- IV. In view of the need for self-expression -- V. For those who require freedom -- VI. For those who would create -- VII. To those who appreciate -- VIII. To and age of specialism -- IX. As dynamic for collective enterprise -- X. In terms of method.

Each of us," wrote Anatole France, "must even be allowed to possess two or three philosophies at the same time," for the purpose, I presume, of saving our thought from the deadly formality of consistency. No one can write about education, particularly adult education, without deserting at various points all "schools" of pedagogy, psychology and philosophy. Incongruities are obvious: one cannot, for ex-ample, be a determinist and at the same time advocate education; nor can idealism be made to fit the actualities of life without recognition of the material limitations which surround living organisms.

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