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 295
You get it through forgetting it , being willing to give , to strive , to suffer and endure . It is a double paradox . You must forget yourself as you forget happiness , in order to find yourself and the happiness that can be yours .
You get it through forgetting it , being willing to give , to strive , to suffer and endure . It is a double paradox . You must forget yourself as you forget happiness , in order to find yourself and the happiness that can be yours .
Page 312
Thus , if an individual can give seven years to his higher education , the liberal part of this education will exceed the professional part . But if he has only four years to give to college - and he wants to be an engineer or a cattle ...
Thus , if an individual can give seven years to his higher education , the liberal part of this education will exceed the professional part . But if he has only four years to give to college - and he wants to be an engineer or a cattle ...
Page 322
The criterion measures in this study thus become the scores of the coded responses to the questions , " When this teacher gives a required assignment , how often do you do it ? " and , " Because of what goes on in the classroom ...
The criterion measures in this study thus become the scores of the coded responses to the questions , " When this teacher gives a required assignment , how often do you do it ? " and , " Because of what goes on in the classroom ...
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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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