Harvard Educational Review, Volume 26Howard Eugene Wilson Harvard University, 1956 "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 139
... thought . The domain of thought varies , of course , with the scope of people's factual knowledge and the range of their imagination . It may be predominantly factual ; then its core is likely to be economic and practical thought , and ...
... thought . The domain of thought varies , of course , with the scope of people's factual knowledge and the range of their imagination . It may be predominantly factual ; then its core is likely to be economic and practical thought , and ...
Page 140
... thought and elastic enough to yield new structures there , different from those of the original content , is not work for scientists , but for professional philoso- phers . It is reflective , comparative work , not incidentally but ...
... thought and elastic enough to yield new structures there , different from those of the original content , is not work for scientists , but for professional philoso- phers . It is reflective , comparative work , not incidentally but ...
Page 219
... thought replaces mythical thought just in so far as its symbols exclude such attributes . With the coming of science , The magic function of the word was eclipsed and replaced by its semantic function . The word is no longer endowed ...
... thought replaces mythical thought just in so far as its symbols exclude such attributes . With the coming of science , The magic function of the word was eclipsed and replaced by its semantic function . The word is no longer endowed ...
Contents
VOL | 1 |
VOL | 2 |
Richard W Willard Reginald D Archambault Rachel Chaffey | 3 |
Copyright | |
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academic activity administrative aims American analysis analytic philosophy aptitudes Beatrice Beatrice Webb become believe Broudy Cassirer cation causal civilization concepts concerned course critical culture Dewey Dewey's discipline educa educational theory epistemology experience Fabian Fabian Society fact federal goals government employees graduate Harvard higher education human ideas important industry institutions intellectual interest involved issues John Dewey knowledge labor learning legislation liberal logical London London County Council Max Black means ment method moral National Education Association nature Norwalk teachers objectives October 27 organization personality philosophy of education political practice principles problems professional Professor psychology public employees question reason relations relevant right to strike school board scientific sense Sidney Sidney Webb situation social society stoppages strikes by public strikes by teachers teachers strikes teaching Theodore Brameld tion tional University Webb York