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 17
... experience that it seems possible men might agree upon the desirability of culti- vating them . The remainder of these pages will be devoted to identifying and de- scribing these moods , and suggesting how they develop in the experience ...
... experience that it seems possible men might agree upon the desirability of culti- vating them . The remainder of these pages will be devoted to identifying and de- scribing these moods , and suggesting how they develop in the experience ...
Page 29
... experience shows how they may be cultivated in the experience of chil- dren . We return now to the educa- tional problem . It appears from what has been said that the central fact of every religious mood and every religious phenom- enon ...
... experience shows how they may be cultivated in the experience of chil- dren . We return now to the educa- tional problem . It appears from what has been said that the central fact of every religious mood and every religious phenom- enon ...
Page 30
... experience out of which children grow to valuational maturity . Yet it would be irreligious if this process were to ignore the funded experience and judgment of the human race as to what is good and right . The find- ings of the race as ...
... experience out of which children grow to valuational maturity . Yet it would be irreligious if this process were to ignore the funded experience and judgment of the human race as to what is good and right . The find- ings of the race as ...
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Abitur activity Ameri American analysis basic behavior C. R. Rao cation centroids cerned Chicago child concern conclusions course creative social act critical culture curriculum democratic discipline discriminant function discussion distinctions educa elementary schools ence Encyclical experience fact German grades graduate schools groups sum Harvard Harvard University high school higher learning human humanistic ideal ideas individual inquiry institutions John Dewey knowledge Kuenzli labor material matrix means ment method metonymous mind mood moral nature nomic organization papers perience persons Pope Pius XI possible present principles prob problem profes psychology public education pupils question R. A. Fisher relation religion religious Riksdag scientific secondary school sion social sciences society student subject-matter sum of squares teaching theory thinking tion tional tive trade unions union United University values vidual workers York