achievements of the principles mentioned above. Having defined the principle of education in detail, the article seeks to insist on the necessity of the principle in question and attracts the attention to the dominant features that constitute education and goes on to discuss such certain principles as theonomy, dogmatism, trainee-centeredness, life-centeredness, individuality, pragmatism, morality-centeredness, effort-centeredness, equalitarianism, love-centeredness, supervision, fear and hope, eschatological-thinking, death-thinking and utopianism. The writer concludes his discussion with the educational
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