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 2
principles are yet unknown , the promise of progress in arts like medicine , psychiatry , engineering , communication , and education lies in research into underlying principles , i.e. in a scientific understanding of the phenomena in ...
principles are yet unknown , the promise of progress in arts like medicine , psychiatry , engineering , communication , and education lies in research into underlying principles , i.e. in a scientific understanding of the phenomena in ...
Page 7
As generally offered , this argument treats logical method , technique , and technology on a par ( thus confusing scientific thought and its uses ) , but it can easily be reformulated so as to refer solely to logical method in research ...
As generally offered , this argument treats logical method , technique , and technology on a par ( thus confusing scientific thought and its uses ) , but it can easily be reformulated so as to refer solely to logical method in research ...
Page 16
Now , there is perhaps wider agreement on scientific activity as an objective than on many other social issues ( as well as on philosophical justifications of science ) . But the support and extension of such activity culturally ...
Now , there is perhaps wider agreement on scientific activity as an objective than on many other social issues ( as well as on philosophical justifications of science ) . But the support and extension of such activity culturally ...
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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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