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 184
This judgment seems to be accepted by the educational world generally . True , some lip service is given to philosophy , but it doesn't go much beyond that . The agitation of representatives of liberal arts faculties against ...
This judgment seems to be accepted by the educational world generally . True , some lip service is given to philosophy , but it doesn't go much beyond that . The agitation of representatives of liberal arts faculties against ...
Page 195
Now Dewey's view seems in great part motivated by emphasis on the empirical control over ideas in science , and what he opposes is the irresponsible assertion of claims unwarranted by empirical evidence . But his conception of the ...
Now Dewey's view seems in great part motivated by emphasis on the empirical control over ideas in science , and what he opposes is the irresponsible assertion of claims unwarranted by empirical evidence . But his conception of the ...
Page 197
Yet , taken by itself , it seems to me much too narrow , in effect opposing the " fixity " of ideas only to replace it by a " fixity " of problems . Even insofar as it bases itself on the model of scientific inquiry , the attack on ...
Yet , taken by itself , it seems to me much too narrow , in effect opposing the " fixity " of ideas only to replace it by a " fixity " of problems . Even insofar as it bases itself on the model of scientific inquiry , the attack on ...
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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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