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
Wisdom is knowledge of what , in given circumstances , it would on the whole be best to do . This definition implicitly presents wisdom as what emerges out of knowledge of three different things together . One is knowledge of the ...
Wisdom is knowledge of what , in given circumstances , it would on the whole be best to do . This definition implicitly presents wisdom as what emerges out of knowledge of three different things together . One is knowledge of the ...
Page 124
In securing this knowledge , it is expected that the human sciences will play an increasing role . As our knowledge grows and changes , the valuational base undergoes refinement and modification ; similarly as human problems take new ...
In securing this knowledge , it is expected that the human sciences will play an increasing role . As our knowledge grows and changes , the valuational base undergoes refinement and modification ; similarly as human problems take new ...
Page 148
Similarly , when Mr. Price writes that " The epistemology of educators consists in an attempt to derive from an epistemological study of the method of knowledge a description of the procedures by which learning may be furthered , and a ...
Similarly , when Mr. Price writes that " The epistemology of educators consists in an attempt to derive from an epistemological study of the method of knowledge a description of the procedures by which learning may be furthered , and 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 |
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