Harvard Educational Review, Volumes 16-18Howard Eugene Wilson Harvard University, 1946 |
From inside the book
Results 1-3 of 73
Page 251
... answer to this question . The sec- ond conclusion calls for a philosophy , or body of theory , basic to primitive education at least in so far as modern literate societies impinge on primi- tive cultures , and vice versa . There is some ...
... answer to this question . The sec- ond conclusion calls for a philosophy , or body of theory , basic to primitive education at least in so far as modern literate societies impinge on primi- tive cultures , and vice versa . There is some ...
Page 295
... answer a ques- tion by picking one answer out of five , you are not doing anything very important . " This is akin to the com- plaint that " new - type tests " are " fac- tual and nothing more . " Protagonists of the " new - type tests ...
... answer a ques- tion by picking one answer out of five , you are not doing anything very important . " This is akin to the com- plaint that " new - type tests " are " fac- tual and nothing more . " Protagonists of the " new - type tests ...
Page 96
... answered that the Dalton Plan was easier than the class system , 25 % -that it was more difficult , and 8 % that it ... answer was : copying and writing of sum- maries . After the first two weeks of func- tioning of the Dalton Plan one ...
... answered that the Dalton Plan was easier than the class system , 25 % -that it was more difficult , and 8 % that it ... answer was : copying and writing of sum- maries . After the first two weeks of func- tioning of the Dalton Plan one ...
Contents
ARTICLES | 10 |
Heinrich PestalozziHis Life and Work Gustav E Mueller | 141 |
The Imperial Carp | 160 |
14 other sections not shown
Other editions - View all
Common terms and phrases
ability aggressive AKEC American anthropology attitude basic behavior Berlin Berlin school cation cerned child cial civilization client concept concerned conditioned stimulus counseling counselor course culture Dalton Plan Dewey discipline educa effect ence eral experience fact factors Federal field function German graduate Harvard high school human important indi individual institutions intellectual interest Japan John Dewey law of effect learning lems means ment method modern nature Negro neurosis nomic O. H. Mowrer organization parents personality Pestalozzi philosophy political present primitive education principle prob problems profes Professor psychoanalysis psychology public schools recency relations response result reward Russian sion situation social society Soviet sponse stimulus superego teachers teaching textbooks theory things tion tional tive ture Unesco United University vidual York