Harvard Educational Review, Volume 26Howard Eugene Wilson Harvard University, 1956 "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 184
... matter . They may grant the desirability of some familiarity with " pedagogy " in the form of teaching techniques ; but it seems difficult for them to understand how there can be any body of professional subject matter , that has ...
... matter . They may grant the desirability of some familiarity with " pedagogy " in the form of teaching techniques ; but it seems difficult for them to understand how there can be any body of professional subject matter , that has ...
Page 269
... matter scheme would only stultify this opportunity for creative guidance on the part of the teacher , and tend to mold the students into a stultifying and prescribed framework ( 15 ) . It follows , therefore , that the curriculum must ...
... matter scheme would only stultify this opportunity for creative guidance on the part of the teacher , and tend to mold the students into a stultifying and prescribed framework ( 15 ) . It follows , therefore , that the curriculum must ...
Page 270
... matter is that of the adult , of the informed person , of the mature mind . It is for the sake of the subject matter itself . Such organization fractionizes the world for the immature learner . The child lives in a concrete personal ...
... matter is that of the adult , of the informed person , of the mature mind . It is for the sake of the subject matter itself . Such organization fractionizes the world for the immature learner . The child lives in a concrete personal ...
Contents
VOL | 2 |
Richard W Willard Reginald D Archambault Rachel Chaffey | 3 |
Articles | 9 |
Copyright | |
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activity aims American analysis analytic philosophy aptitudes Beatrice Webb become behavior believe Broudy Cassirer Cassirer's cation concepts concerned course critical culture Dewey Dewey's discipline educa educational theory epistemology ethics experience Fabian Fabian Society fact federal goals graduate Harvard higher education human ideas important institutions intellectual interest issues John Dewey knowledge learning liberal arts liberal education LII October 27 logical London London County Council Max Black means ment method moral nature neo-Kantianism Norwalk teachers objectives October 27 organization personality philosophy of education Plato political practice principles problems professional Professor psychology public employees pupils question reason relevant right to strike school board scientific sense Sidney Sidney Webb situation social society strikes by public strikes by teachers symbols teachers strikes teaching Theodore Brameld tion tional truth Ulich University Webb 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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