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 13
Note , secondly , that it is freedom in the sense of voluntariness which is required for the application of moral concepts , not freedom in the sense of uncausedness . If an act A is really uncaused , it is no more attributable to its ...
Note , secondly , that it is freedom in the sense of voluntariness which is required for the application of moral concepts , not freedom in the sense of uncausedness . If an act A is really uncaused , it is no more attributable to its ...
Page 14
ever , that he takes this moral judgment seriously by denying the possibility of an advancing science of human behavior , or by refusing to apply accumulated information to educational policy , he denies that educational outcomes are ...
ever , that he takes this moral judgment seriously by denying the possibility of an advancing science of human behavior , or by refusing to apply accumulated information to educational policy , he denies that educational outcomes are ...
Page 16
The prevalent picture of science as an efficient , morally neutral tool ( even if it is right as regards ( A ) , which is by no means ... viz . , by getting across some awareness of the moral implications of scientific behavior .
The prevalent picture of science as an efficient , morally neutral tool ( even if it is right as regards ( A ) , which is by no means ... viz . , by getting across some awareness of the moral implications of scientific behavior .
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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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