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 304
liberal education in the United States , non - educators are stressing the importance of a liberal education as they have never done before . In the not too remote past , it was customary in the world of business and industry to ...
liberal education in the United States , non - educators are stressing the importance of a liberal education as they have never done before . In the not too remote past , it was customary in the world of business and industry to ...
Page 307
Father John Wise , in his treatise The Nature of the Liberal Arts , writes , " Any particular enumeration , such as the number seven , is of no particular importance in the study of the liberal arts , for the classification and testing ...
Father John Wise , in his treatise The Nature of the Liberal Arts , writes , " Any particular enumeration , such as the number seven , is of no particular importance in the study of the liberal arts , for the classification and testing ...
Page 313
Then there are the new coöperative programs between the liberal arts colleges and the schools of engineering - three years of exclusively liberal arts work , followed by two years of only engineering work .
Then there are the new coöperative programs between the liberal arts colleges and the schools of engineering - three years of exclusively liberal arts work , followed by two years of only engineering work .
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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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