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 120
These diagnoses are not performed merely from the use of terms in the educational theory , nor from its general attitudes . For the same term may turn out to have different meanings in different models , as " growth " or " development ...
These diagnoses are not performed merely from the use of terms in the educational theory , nor from its general attitudes . For the same term may turn out to have different meanings in different models , as " growth " or " development ...
Page 143
The student of the philosophy of education would do well to begin here , whether he is absorbed in " theory - building " or " theory - evaluation . " Problems of knowledge are at the heart of the educative process .
The student of the philosophy of education would do well to begin here , whether he is absorbed in " theory - building " or " theory - evaluation . " Problems of knowledge are at the heart of the educative process .
Page 151
But in speculative theory , deliberate forthrightness will not do . One wonders sometimes whether a speculative field is not empty after all , since those who ought to be exploring it are at war for its possession .
But in speculative theory , deliberate forthrightness will not do . One wonders sometimes whether a speculative field is not empty after all , since those who ought to be exploring it are at war for its possession .
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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 |
| Export Citation | BiBTeX EndNote RefMan |