Harvard Educational Review, Volume 26Howard Eugene Wilson Harvard University, 1956 "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 106
... answer responsibly with confidence ; i.e. , they are questions in whose case doubt or dispute actually exists , and where a responsible not an arbitrary answer is desired . 6. The root problem of the philosophy of education . We have ...
... answer responsibly with confidence ; i.e. , they are questions in whose case doubt or dispute actually exists , and where a responsible not an arbitrary answer is desired . 6. The root problem of the philosophy of education . We have ...
Page 150
... answer , no one answer , at least , that satisfies continued inquiry on all sides . If we find the situation in philosophy confused , things are no better in the field of education . Empirical fields always seem more down - toearth ...
... answer , no one answer , at least , that satisfies continued inquiry on all sides . If we find the situation in philosophy confused , things are no better in the field of education . Empirical fields always seem more down - toearth ...
Page 336
... answer . I.e. , a question may crystallize in the mind of the child an answer heretofore unformulated , which is then stated in terms of the question rather than in pristine form . Piaget's demonstration of this point is powerful and ...
... answer . I.e. , a question may crystallize in the mind of the child an answer heretofore unformulated , which is then stated in terms of the question rather than in pristine form . Piaget's demonstration of this point is powerful and ...
Contents
VOL | 2 |
Richard W Willard Reginald D Archambault Rachel Chaffey | 3 |
Articles | 9 |
Copyright | |
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activity aims American analysis analytic philosophy aptitudes Beatrice Webb become behavior believe Broudy Cassirer Cassirer's cation concepts concerned course critical culture Dewey Dewey's discipline educa educational theory epistemology ethics experience Fabian Fabian Society fact federal goals graduate Harvard higher education human ideas important institutions intellectual interest issues John Dewey knowledge learning liberal arts liberal education LII October 27 logical London London County Council Max Black means ment method moral nature neo-Kantianism Norwalk teachers objectives October 27 organization personality philosophy of education Plato political practice principles problems professional Professor psychology public employees pupils question reason relevant right to strike school board scientific sense Sidney Sidney Webb situation social society strikes by public strikes by teachers symbols teachers strikes teaching Theodore Brameld tion tional truth Ulich University Webb 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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