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 30
... child's pow- er to make his own value judgments . If this task is taken seriously , there can be no ethical and axiological absolutes handed down to the child , but rather only claims presented to him for evaluation . Third , children ...
... child's pow- er to make his own value judgments . If this task is taken seriously , there can be no ethical and axiological absolutes handed down to the child , but rather only claims presented to him for evaluation . Third , children ...
Page 31
... child's faith in the trans- formibility of existence for the better . The activities of the school should be so ordered that a synthesis of chal- lenge and security is achieved by the child . The inquiries , problems and projects chosen ...
... child's faith in the trans- formibility of existence for the better . The activities of the school should be so ordered that a synthesis of chal- lenge and security is achieved by the child . The inquiries , problems and projects chosen ...
Page 115
... child with the other children , to romp and play with them , but strangely not knowing how . For a child not to know how to be a child ! And yet , mother in the home and the playground director and the kids next door do teach the lonely ...
... child with the other children , to romp and play with them , but strangely not knowing how . For a child not to know how to be a child ! And yet , mother in the home and the playground director and the kids next door do teach the lonely ...
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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