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 107
The instance analyzed , however , was one where the activity was not only purposive , but consciously purposive - i.e . , the agent knew what it was he craved — and not only consciously purposive but in addition skilled .
The instance analyzed , however , was one where the activity was not only purposive , but consciously purposive - i.e . , the agent knew what it was he craved — and not only consciously purposive but in addition skilled .
Page 108
This constitutes the second level of heterotelic activity . The third level is that where the agent not only knows what it is he craves , but also " knows how " to obtain it , i.e. , knows what sort of activity on his part would ...
This constitutes the second level of heterotelic activity . The third level is that where the agent not only knows what it is he craves , but also " knows how " to obtain it , i.e. , knows what sort of activity on his part would ...
Page 109
tional activity entails that in educational matters the following factors enter : 1 ) The educator or teacher , T 2 ) The educand or pupil , P 3 ) The educational activity A by T 4 ) The educational response R in P 5 ) The capacity C ...
tional activity entails that in educational matters the following factors enter : 1 ) The educator or teacher , T 2 ) The educand or pupil , P 3 ) The educational activity A by T 4 ) The educational response R in P 5 ) The capacity C ...
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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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