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
... ideal values which motivate life and to understand the processes by which such values are determin- able . What history seems to show is that ideal values originate in experi- ence as mere claims growing out of the ordinary activities ...
... ideal values which motivate life and to understand the processes by which such values are determin- able . What history seems to show is that ideal values originate in experi- ence as mere claims growing out of the ordinary activities ...
Page 31
... ideal values re- vealed through the social act should be used to mobilize the child's non- rational and rational energies in the pursuit of such values . The children themselves should participate in cre- ating the symbols and rites by ...
... ideal values re- vealed through the social act should be used to mobilize the child's non- rational and rational energies in the pursuit of such values . The children themselves should participate in cre- ating the symbols and rites by ...
Page 207
... ideal : " From everyone according to his ability , to everyone according to his need , " is a meaningful reformulation of the Kan- tian categorical imperative ( except that the concept of man is quite differ- ent in the Marxist view ...
... ideal : " From everyone according to his ability , to everyone according to his need , " is a meaningful reformulation of the Kan- tian categorical imperative ( except that the concept of man is quite differ- ent in the Marxist view ...
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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