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 29
... included , of genuine and significant group accomplishment . Second , through participation in the social act children should experi- ence , test , integrate and differentiate value , so that there would develop a growing structure of ...
... included , of genuine and significant group accomplishment . Second , through participation in the social act children should experi- ence , test , integrate and differentiate value , so that there would develop a growing structure of ...
Page 34
... included the three R's , some geography and history of Europe , Indonesia and the Nether- lands . In some places the program continued for two years , in others for three or three and a half . There is talk of extending it to four years ...
... included the three R's , some geography and history of Europe , Indonesia and the Nether- lands . In some places the program continued for two years , in others for three or three and a half . There is talk of extending it to four years ...
Page 102
... included later in the Divini Illius Magistri ( 8 ) . " Every method of education founded , wholly or in part , on the denial or forgetfulness of original sin and grace , and relying on the sole powers of human nature , is unsound . Such ...
... included later in the Divini Illius Magistri ( 8 ) . " Every method of education founded , wholly or in part , on the denial or forgetfulness of original sin and grace , and relying on the sole powers of human nature , is unsound . Such ...
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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