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 |
From inside the book
Results 1-3 of 22
Page 26
... concept of love . This is love in the ideal sense , and is expressed meta- phorically in the concept of God as the prototype of love . In Christianity men must not only love one another , but they must love the ideal of love itself ...
... concept of love . This is love in the ideal sense , and is expressed meta- phorically in the concept of God as the prototype of love . In Christianity men must not only love one another , but they must love the ideal of love itself ...
Page 132
... concept of efficient training beyond the sphere of intellect to include certain aspects of the domain of personality . With respect to both these cognitive and conative aims of education , the basic propositions are very much the same ...
... concept of efficient training beyond the sphere of intellect to include certain aspects of the domain of personality . With respect to both these cognitive and conative aims of education , the basic propositions are very much the same ...
Page 207
... concept of man is quite differ- ent in the Marxist view ! ) . But Kant himself said that he was giving a more accurate statement of the Chris- tian Golden Rule . Respect for per- sonality in the Judeo - Christian tradi- tion ( as well ...
... concept of man is quite differ- ent in the Marxist view ! ) . But Kant himself said that he was giving a more accurate statement of the Chris- tian Golden Rule . Respect for per- sonality in the Judeo - Christian tradi- tion ( as well ...
Other editions - View all
Common terms and phrases
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