Harvard Educational Review, Volume 26"The Harvard Educational Review is a journal of opinion and research in the field of education. Articles are selected, edited, and published by an editorial board of graduate students at Harvard University. The editorial policy does not reflect an official position of the Faculty of Education or any other Harvard faculty."-- Volume 81, Number 2, Summer 2011 |
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Page 35
LONDON UNIVERSITY The final contribution of the Webbs to education which we shall consider concerns the reorganization of the University of London . Until the turn of the century London was an examining but not a teaching institution .
LONDON UNIVERSITY The final contribution of the Webbs to education which we shall consider concerns the reorganization of the University of London . Until the turn of the century London was an examining but not a teaching institution .
Page 82
The process could be accelerated by the mediation of especially skilled teachers with a commission to circulate about the community , that is , by university extension . When this movement was incorporated in the original scheme of the ...
The process could be accelerated by the mediation of especially skilled teachers with a commission to circulate about the community , that is , by university extension . When this movement was incorporated in the original scheme of the ...
Page 203
LOUISE ANTZ is Professor of Philosophy of Education at New York University and has taught at Brooklyn College , Parsons School of Design and the University of California . She was President of the Philosophy of Education Society .
LOUISE ANTZ is Professor of Philosophy of Education at New York University and has taught at Brooklyn College , Parsons School of Design and the University of California . She was President of the Philosophy of Education Society .
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Contents
VOL | 2 |
Richard W Willard Reginald D Archambault Rachel Chaffey | 3 |
Articles | 9 |
Copyright | |
26 other sections not shown
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Common terms and phrases
accepted action activity aims American analysis answer arts Association become behavior believe Board called concepts concerned course critical culture desire discussion effect employees ethics example existence experience fact field give given goals human ideas important individual institutions interest involved issues kind knowledge learning less liberal living logical London matter means ment method mind moral nature necessary objectives organization particular perhaps personality philosophy of education political position possible practice present principles problems professional Professor pupils question reason regarded response result right to strike scientific seems sense situation social society symbols teachers teachers strikes teaching theory things thought tion truth University Webb whole York
Bibliographic information
| Title | Harvard Educational Review, Volume 26 |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1956 |
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