Harvard Educational Review, Volumes 16-18Howard Eugene Wilson Harvard University, 1946 |
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Page 24
... whole of life . The modern man's profound veneration for science ( and consequent depreciation of other dis- ciplines ) only tends to heighten the danger from this quarter . The last two factors involve more directly educational ...
... whole of life . The modern man's profound veneration for science ( and consequent depreciation of other dis- ciplines ) only tends to heighten the danger from this quarter . The last two factors involve more directly educational ...
Page 63
... whole - man affirma- tion : " education must look to the whole man " ( p . 74 ) ; 3 ) opposition to educational intellectualism : " intelli- gence does not exhaust the total po- tentialities of human nature " ( p . 75 ) ; 4 ) " social ...
... whole - man affirma- tion : " education must look to the whole man " ( p . 74 ) ; 3 ) opposition to educational intellectualism : " intelli- gence does not exhaust the total po- tentialities of human nature " ( p . 75 ) ; 4 ) " social ...
Page 155
... whole , which whole is always idea and never a given and established fact of a state or an institution . There is only one true goal and one right way of education , but there are many detours and blind alleys ( VIII , p . 129 ) which ...
... whole , which whole is always idea and never a given and established fact of a state or an institution . There is only one true goal and one right way of education , but there are many detours and blind alleys ( VIII , p . 129 ) which ...
Contents
ARTICLES | 10 |
Heinrich PestalozziHis Life and Work Gustav E Mueller | 141 |
The Imperial Carp | 160 |
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