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 348
Such recognition of the proper function of truth - relations of synthetic propositions seems vital to the validity of scientific procedure . In discussing the issue of whether " truth " is to be defined in terms of scientific procedure ...
Such recognition of the proper function of truth - relations of synthetic propositions seems vital to the validity of scientific procedure . In discussing the issue of whether " truth " is to be defined in terms of scientific procedure ...
Page 357
In attempting to make good the empiricist insistence that there are no " truths of reason " which refer to matters of fact , Ayer rejects ... And in that case there can be no sense in asking us to analyze the concept of " truth " .
In attempting to make good the empiricist insistence that there are no " truths of reason " which refer to matters of fact , Ayer rejects ... And in that case there can be no sense in asking us to analyze the concept of " truth " .
Page 359
By its own nature the search for truth is self - corrective . REFERENCES 1. Ayer , Alfred J. Language , Truth and Logic . London : V. Gollancz , 1946 . Cannabrava , Euryalo . " On Truth , Knowledge and Valuation , " Philosophy and ...
By its own nature the search for truth is self - corrective . REFERENCES 1. Ayer , Alfred J. Language , Truth and Logic . London : V. Gollancz , 1946 . Cannabrava , Euryalo . " On Truth , Knowledge and Valuation , " Philosophy and ...
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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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