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 13
... democratic govern- ment . We thoroughly disagree with all Mr. Kuenzli says or quotes in this connection . We feel that it is absurd to describe our educational system one providing essentially poor schools for the poor and good schools ...
... democratic govern- ment . We thoroughly disagree with all Mr. Kuenzli says or quotes in this connection . We feel that it is absurd to describe our educational system one providing essentially poor schools for the poor and good schools ...
Page 137
Howard Eugene Wilson. A POLICY WRITTEN BY THE NEA'S NATIONAL COMMISSION TO DEFEND DEMOCRACY THROUGH EDUCATION BY DAVID K. BERNINGHAUSEN THE American public school has pro-. The richest treasure of our American heri- tage is the democratic ...
Howard Eugene Wilson. A POLICY WRITTEN BY THE NEA'S NATIONAL COMMISSION TO DEFEND DEMOCRACY THROUGH EDUCATION BY DAVID K. BERNINGHAUSEN THE American public school has pro-. The richest treasure of our American heri- tage is the democratic ...
Page 205
... democratic theory that authority and ultimate control in all public affairs should be transferred from all such limited groups to the people as a whole " ( 27 ) . II . TRANSFORMATIONS DEMANDED BY THE IDEAL Having stated his central ...
... democratic theory that authority and ultimate control in all public affairs should be transferred from all such limited groups to the people as a whole " ( 27 ) . II . TRANSFORMATIONS DEMANDED BY THE IDEAL Having stated his central ...
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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