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 129
... mind as examples . This may be an historical accident but I hardly think that it is . Certainly , our contemporary world is not without theoretical and practical efforts to reabsorb the individual into the citizen . Political ideologies ...
... mind as examples . This may be an historical accident but I hardly think that it is . Certainly , our contemporary world is not without theoretical and practical efforts to reabsorb the individual into the citizen . Political ideologies ...
Page 182
... mind and its various levels . Such knowledge is now intensively cultivated in our schools of education . We know a great deal about teaching methods , the child's mind , its capacities , and its development . The basic trouble is not ...
... mind and its various levels . Such knowledge is now intensively cultivated in our schools of education . We know a great deal about teaching methods , the child's mind , its capacities , and its development . The basic trouble is not ...
Page 218
... mind , stimulusresponse psychology , he would surely oppose the teaching of history as a kind of mind - stuffing of by - gone dates , names , or events . Both are equally inimical to the excitement of virile learning . Both place the mind ...
... mind , stimulusresponse psychology , he would surely oppose the teaching of history as a kind of mind - stuffing of by - gone dates , names , or events . Both are equally inimical to the excitement of virile learning . Both place the mind ...
Contents
VOL | 2 |
Richard W Willard Reginald D Archambault Rachel Chaffey | 3 |
Articles | 9 |
Copyright | |
26 other sections not shown
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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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