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 129
of " ethics " brought into mind " politics " as well , with little or no intellectual strain . No sane man could discuss the good life for the individual without discussing the good life for the " polis . " But the separation of the ...
of " ethics " brought into mind " politics " as well , with little or no intellectual strain . No sane man could discuss the good life for the individual without discussing the good life for the " polis . " But the separation of the ...
Page 182
He will be especially interested in how important moral truths , for example , may be communicated to the youthful mind by stories and myths . This will lead him to a study of literature and history , and the way in which these ...
He will be especially interested in how important moral truths , for example , may be communicated to the youthful mind by stories and myths . This will lead him to a study of literature and history , and the way in which these ...
Page 218
Both place the mind in the position of spectator rather than actor in the drama of culture and history . But Cassirer is careful to insist that , although history is equally creative , it is not identical with art .
Both place the mind in the position of spectator rather than actor in the drama of culture and history . But Cassirer is careful to insist that , although history is equally creative , it is not identical with art .
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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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