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 186
Unless the western world takes ideas as seriously its future is hazardous indeed . It must be granted that we have taken scientific ideas seriously , and with them we have built our magnificent technology .
Unless the western world takes ideas as seriously its future is hazardous indeed . It must be granted that we have taken scientific ideas seriously , and with them we have built our magnificent technology .
Page 194
Yet it does have its dangers , and these must be noted despite the persuasive attractiveness of his closely knit system of ideas . To begin with , his very seeing of all things together and , moreover , always in relation to the future ...
Yet it does have its dangers , and these must be noted despite the persuasive attractiveness of his closely knit system of ideas . To begin with , his very seeing of all things together and , moreover , always in relation to the future ...
Page 195
5 Dewey's polemic against divorcing theory from practice may be construed as an attack upon ideas which are worthless in the sense indicated . Now Dewey's view seems in great part motivated by emphasis on the empirical control over ...
5 Dewey's polemic against divorcing theory from practice may be construed as an attack upon ideas which are worthless in the sense indicated . Now Dewey's view seems in great part motivated by emphasis on the empirical control over ...
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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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