Originally published in 1942, this book was written in attempt to resolve disagreements surrounding educational theory through clarifying the positions of key schools of thought. The text is based around the examination of three typical theories: 'Education According to Nature'; 'The Educational Theory of Johann Friedrich Herbart'; and 'The Educational Theory of John Dewey'. Discussions of the foundations of educational theories and the logical assumptions involved in educational measurement are also included. This book will be of value to anyone with (...) an interest in educational theory and the history of education. (shrink)

This paper has been written in the light of recent discussions on the relevance of the New Physics to Philosophy, and with particular reference to a symposium held at the Royal Institution on May 19, 1943. It seemed to me that, at the symposium, there was some misunderstanding both on the part of the scientists and on the part of the philosophers, mainly due to the fact that neither quite realized what the opposite side considered to be the function of (...) science and philosophy. One of the few things that emerged clearly was that the scientists thought the new physics had very definite relevance for philosophy, while the philosophers thought that it had no relevance at all. It would seem that such disagreement could be due only to disagreement about what the new physics attempts to do, or to disagreement about what philosophy attempts to do. I shall consider each of these in turn. (shrink)

I give some reason for accepting a form of the view that there is some logical, And not just contingent, Connection between publicly observable behavior and a person's psychological states. If my contentions are sound, They open the way to the enterprise of delineating a stratification of psychological state concepts. This involves determining which mental concepts are logically connected to observable behavior and how the other categories of mental states are specified on the basis of these.