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 103
612 ) This distinction , I believe , tends to obscure rather than clarify the nature and utility of philosophy in general and of the philosophy of education in particular , and is anyway artificial ; for all philosophy is “ philosophy ...
612 ) This distinction , I believe , tends to obscure rather than clarify the nature and utility of philosophy in general and of the philosophy of education in particular , and is anyway artificial ; for all philosophy is “ philosophy ...
Page 214
In the first place , the performance of magic gives to primitive man a feeling of his power over nature , of his ability to control rather than merely to bow helplessly before it . In the second place , magic induces a sense of unity ...
In the first place , the performance of magic gives to primitive man a feeling of his power over nature , of his ability to control rather than merely to bow helplessly before it . In the second place , magic induces a sense of unity ...
Page 265
He refers to the means - ends continuum , emphasizing the dynamic nature of the end - inview which affects the character of the means chosen to attain it and the reciprocal component in the process - the necessity of the methods chosen ...
He refers to the means - ends continuum , emphasizing the dynamic nature of the end - inview which affects the character of the means chosen to attain it and the reciprocal component in the process - the necessity of the methods chosen ...
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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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