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 119
Let us take an indirect approach to the aims and content of a philosophy of education by exploring two examples of the shop at work . Let us see how an apparently scientific question — the underlying assumptions about the nature of the ...
Let us take an indirect approach to the aims and content of a philosophy of education by exploring two examples of the shop at work . Let us see how an apparently scientific question — the underlying assumptions about the nature of the ...
Page 141
Should religion be taught in the schools ? " The definition of Education could probably not be given without some implication of its aims ; and , as Professor Price said , it makes a great difference whether its ultimate aim be the ...
Should religion be taught in the schools ? " The definition of Education could probably not be given without some implication of its aims ; and , as Professor Price said , it makes a great difference whether its ultimate aim be the ...
Page 175
Philosophy of Education " * H. M. KALLEN I AM asked to bespeak " the aims and content " of a philosophy of education . To do so , will be only to repeat once more what I have been saying over the years . Neither my experience and ...
Philosophy of Education " * H. M. KALLEN I AM asked to bespeak " the aims and content " of a philosophy of education . To do so , will be only to repeat once more what I have been saying over the years . Neither my experience and ...
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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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