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 132
They communicate values , attitudes , and beliefs which are not necessarily just those of the environing community . They become , as it were , competitors in the struggle to influence personality and to give shape to a culture .
They communicate values , attitudes , and beliefs which are not necessarily just those of the environing community . They become , as it were , competitors in the struggle to influence personality and to give shape to a culture .
Page 271
Those activities which are nurtured and developed into persistent patterns will affect the future behavior patterns , values , and interests of the child . We have noted that the teacher's role is not a merely negative one here .
Those activities which are nurtured and developed into persistent patterns will affect the future behavior patterns , values , and interests of the child . We have noted that the teacher's role is not a merely negative one here .
Page 272
If societal values are the ultimate goal of instruction , together with a subsidiary but related goal of subject matter proficiency , one might well question whether this scheme would not in fact lead to an essentially haphazard ...
If societal values are the ultimate goal of instruction , together with a subsidiary but related goal of subject matter proficiency , one might well question whether this scheme would not in fact lead to an essentially haphazard ...
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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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