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 115
Consider such typical problems of traditional metaphysics as the nature of truth , the nature of goodness , the problem of substance , the problem of the self , the problem of universals . It cannot be denied that the , by now ...
Consider such typical problems of traditional metaphysics as the nature of truth , the nature of goodness , the problem of substance , the problem of the self , the problem of universals . It cannot be denied that the , by now ...
Page 197
But what reason do we have for assimilating all reflective thinking to the problem - solving model in general ? ... Foremost among these is the creation of new problems for the learner , the introduction of ...
But what reason do we have for assimilating all reflective thinking to the problem - solving model in general ? ... Foremost among these is the creation of new problems for the learner , the introduction of ...
Page 375
The test's claim to formal validity is based upon opinions about the kinds of problems a test of problem - solving ability ought to contain , and upon interviews with pupils who had solved the problems correctly , to determine whether ...
The test's claim to formal validity is based upon opinions about the kinds of problems a test of problem - solving ability ought to contain , and upon interviews with pupils who had solved the problems correctly , to determine whether ...
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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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