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 184
In the first place it suggests that in the mind of philosophers themselves education is a merely technical matter , not worthy of a philosopher's serious concern . This judgment seems to be accepted by the educational world generally .
In the first place it suggests that in the mind of philosophers themselves education is a merely technical matter , not worthy of a philosopher's serious concern . This judgment seems to be accepted by the educational world generally .
Page 269
The prescription of a static subject 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 ) .
The prescription of a static subject 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 ) .
Page 270
The order of the lesson , that is , the order of presentation of the subject matter , is organized logically to conform to the external and ingrained order of the universe itself . ” ( 16 ) Burton sums up the general attitude of this ...
The order of the lesson , that is , the order of presentation of the subject matter , is organized logically to conform to the external and ingrained order of the universe itself . ” ( 16 ) Burton sums up the general attitude of this ...
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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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