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 52
... concerned to convey to its students a knowledge of its subject- matter . But it will be concerned to convey its knowledge to a degree and in a manner appropriate to its domi- nant discipline . This means that knowledge as an objective ...
... concerned to convey to its students a knowledge of its subject- matter . But it will be concerned to convey its knowledge to a degree and in a manner appropriate to its domi- nant discipline . This means that knowledge as an objective ...
Page 53
... concerned with its material as evi- dence for conclusions about peoples , epochs , cultures , and trends . The science program is not a reduction of science to the history and sociology of knowledge , and its way of using scientific ...
... concerned with its material as evi- dence for conclusions about peoples , epochs , cultures , and trends . The science program is not a reduction of science to the history and sociology of knowledge , and its way of using scientific ...
Page 57
... concerned primarily or solely with conclusions hardly exist anymore . Yet , the view of scientific inquiry appropriate to such a pro- gram persists as a vestige of the era in which the function of a general education was considered ...
... concerned primarily or solely with conclusions hardly exist anymore . Yet , the view of scientific inquiry appropriate to such a pro- gram persists as a vestige of the era in which the function of a general education was considered ...
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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