Harvard Educational Review, Volumes 16-18Howard Eugene Wilson Harvard University, 1946 |
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Page 190
... responsibility or thoroughness in oth- er aspects of life , will take intellectual activities as seriously as this criterion requires . Without taking much addi- tional space , therefore , a brief men- tion of such characteristics as ...
... responsibility or thoroughness in oth- er aspects of life , will take intellectual activities as seriously as this criterion requires . Without taking much addi- tional space , therefore , a brief men- tion of such characteristics as ...
Page 13
... responsibility are exercised corre- spond to what have been called “ non- directive " or " permissive " modes of procedure . This conception may be further clarified in the following outline : Range of Client - Counselor Participation ...
... responsibility are exercised corre- spond to what have been called “ non- directive " or " permissive " modes of procedure . This conception may be further clarified in the following outline : Range of Client - Counselor Participation ...
Page 14
... responsibility is to give the client information , clarify his attitudes toward that information and towards his limitations and final- ly to assist him in implementing his plans . " The Basic Question of Counselor Responsibility ...
... responsibility is to give the client information , clarify his attitudes toward that information and towards his limitations and final- ly to assist him in implementing his plans . " The Basic Question of Counselor Responsibility ...
Contents
ARTICLES | 10 |
Heinrich PestalozziHis Life and Work Gustav E Mueller | 141 |
The Imperial Carp | 160 |
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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