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 3
... basic must a uniformity be to qualify as really basic ? If the issue is not to degenerate into a mere verbal quibble as to whether to include or exclude social studies in the application of the term " science , " uniformists and ...
... basic must a uniformity be to qualify as really basic ? If the issue is not to degenerate into a mere verbal quibble as to whether to include or exclude social studies in the application of the term " science , " uniformists and ...
Page 196
... basic sense : not by cultivating pedantry or myth , but by illuminating a wider world than its limited surroundings and by sustaining those habits of mind which fit it for breadth , penetra- tion , and objectivity of vision . It is not ...
... basic sense : not by cultivating pedantry or myth , but by illuminating a wider world than its limited surroundings and by sustaining those habits of mind which fit it for breadth , penetra- tion , and objectivity of vision . It is not ...
Page 263
... BASIC ASSUMPTIONS THE basic assumptions regarding knowledge , value , truth and being which serve as axioms for the experience curriculum movement are culled directly from the major tenets of pragmatism , with its strong reaction ...
... BASIC ASSUMPTIONS THE basic assumptions regarding knowledge , value , truth and being which serve as axioms for the experience curriculum movement are culled directly from the major tenets of pragmatism , with its strong reaction ...
Contents
Articles | 1 |
John C Osgood Juan Estarellas Ripoll Lydia A Hurd Andreas | 2 |
Richard W Willard Reginald D Archambault Rachel Chaffey | 3 |
Copyright | |
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activity administrative aims American analysis analytic philosophy aptitudes Beatrice Beatrice Webb become believe Broudy Cassirer cation causal concepts concerned course critical culture Dewey Dewey's discipline educa educational theory epistemology experience Fabian Fabian Society fact federal goals government employees graduate Harvard human ideas important institutions intellectual interest involved issues John Dewey knowledge labor learning legislation liberal logical London London County Council means ment method moral National Education Association nature Norwalk teachers objectives October 27 organization personality Philosophy LII October philosophy of education political practice principles problems professional Professor psychology public employees public safety question reason relations relevant right to strike school board scientific sense Sidney Sidney Webb situation social society stoppages strikes by public strikes by teachers symbols Taft-Hartley Act teachers strikes teaching Theodore Brameld tion tional University Webb York