Harvard Educational Review, Volume 21Howard Eugene Wilson Harvard University, 1951 "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 61
... abstraction from the real and to- tal situation with which nature con- fronts us . On the other hand , it can be seen as a statement which gives direction to inquiry , and therefore understood as a meaningful question to which ...
... abstraction from the real and to- tal situation with which nature con- fronts us . On the other hand , it can be seen as a statement which gives direction to inquiry , and therefore understood as a meaningful question to which ...
Page 122
... abstractions and controls his environ- ment , who looks into himself and into the nature of things round about him , who peers out toward the far- thest stars and searches the Heavens for the Infinite . On the world playground today ...
... abstractions and controls his environ- ment , who looks into himself and into the nature of things round about him , who peers out toward the far- thest stars and searches the Heavens for the Infinite . On the world playground today ...
Page 195
Howard Eugene Wilson. The phenomenal field is not a con- struct nor an abstraction but the universe of naïve experience in which the individual lives . Although we are aware of different parts of the phe- nomenal field with different ...
Howard Eugene Wilson. The phenomenal field is not a con- struct nor an abstraction but the universe of naïve experience in which the individual lives . Although we are aware of different parts of the phe- nomenal field with different ...
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Abitur activity Ameri American basic behavior C. R. Rao cation centroids cerned Chicago child concern conclusions course creative social act criterion critical culture curriculum democratic determine discipline discriminant function discussion distinctions educa elementary schools ence Encyclical experience fact field formulated G groups German grades graduate schools gram groups sum Harvard high school human humanistic ideal ideas individual inquiry John Dewey knowledge Kuenzli labor material matrix means ment method metonymous mood multiple correlation nature organization papers personality Pius XI Pope Pius XI possible present principles prob problem profes pupils question R. A. Fisher relation religion religious Rorschach school teachers science program scientific secondary school sion social sciences society student subject-matter sum of squares teaching technique theory tion tional tive union University values variables vidual workers York