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008 231101t19461946onc fo d z eng d
020 _a9781487582159
_qprint
020 _a9781487583477
_qPDF
024 7 _a10.3138/9781487583477
_2doi
035 _a(DE-B1597)9781487583477
035 _a(DE-B1597)528020
035 _a(OCoLC)1129149546
040 _aDE-B1597
_beng
_cDE-B1597
_erda
050 4 _aLA132
072 7 _aEDU003000
_2bisacsh
082 0 4 _a370.4
_223
084 _aonline - DeGruyter
245 0 0 _aEducation for Tomorrow :
_bA Series of Lectures Organized by the Committee Representing the Teaching Staff of the University of Toronto /
_ced. by Richard M. Saunders.
264 1 _aToronto :
_bUniversity of Toronto Press,
_c[1946]
264 4 _c©1946
300 _a1 online resource (144 p.)
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 0 _aHeritage
506 0 _arestricted access
_uhttp://purl.org/coar/access_right/c_16ec
_fonline access with authorization
_2star
520 _aThe threat of utter tragedy does not arise directly out of man's greater mastery over nature, it comes, as Sir James Jeans has so pointedly stated, from the absence of man's moral control over himself. That control can be accomplished only through, and by, education. By the word "education" in this context, I do not mean merely increased expertness. It has to do with man's moral, as well as his intellectual, development. The end of learning is not knowledge but virtue. "Where shall wisdom be found and where is the place of understanding?" is ever a searching entirety. There are those who say that the universities should develop the intellects of their students. Of course, that statement is true but it is not the whole truth. While we despise Hitler's exhortation to German youth, "Think with your blood," we must bear in mind that it is a proper part of any educational process to help the student to harness his emotions. If by any weird whim of fate we were faced with choosing either first-class brains and second-class characters of second-class brains and first-class characters, surely there could be no doubt about our selection. A weak character not only unfits a man for living in a free society but it also warps the thinking of the most brilliant intellect. I must add that I would be one of the first to oppose strenuously the replacing of tough intellectual effort by evangelistic fervour.
538 _aMode of access: Internet via World Wide Web.
546 _aIn English.
588 0 _aDescription based on online resource; title from PDF title page (publisher's Web site, viewed 01. Nov 2023)
650 0 _aEducation.
650 7 _aEDUCATION / Aims & Objectives.
_2bisacsh
700 1 _aSaunders, Richard M.
_ecuratore
850 _aIT-RoAPU
856 4 0 _uhttps://www.degruyter.com/isbn/9781487583477
856 4 2 _3Cover
_uhttps://www.degruyter.com/document/cover/isbn/9781487583477/original
942 _cEB
999 _c220599
_d220599