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 110
not his business for instance to investigate the character , intelligence , technical preparation , etc. , of a given teacher ; but only to make clear what kinds of positive or negative qualifications in him would be relevant to what ...
not his business for instance to investigate the character , intelligence , technical preparation , etc. , of a given teacher ; but only to make clear what kinds of positive or negative qualifications in him would be relevant to what ...
Page 353
Why , " he asks , " should one conclude from the fact that it is always possible to doubt whether a given concept applies in a given case , that the concept is illegitimate or inadmissible ? " III . THE SEMANTIC CONCEPT OF TRUTH The ...
Why , " he asks , " should one conclude from the fact that it is always possible to doubt whether a given concept applies in a given case , that the concept is illegitimate or inadmissible ? " III . THE SEMANTIC CONCEPT OF TRUTH The ...
Page 354
Pap points out18 that it is possible to know what an expression designates without knowing whether a given sentence containing the expression is true ; but , on the other hand , it is impossible to determine the truth - value of a ...
Pap points out18 that it is possible to know what an expression designates without knowing whether a given sentence containing the expression is true ; but , on the other hand , it is impossible to determine the truth - value of a ...
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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 |
| Export Citation | BiBTeX EndNote RefMan |