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 105
... philosophy of education in modern times . Its scholarly pre- cision and high quality of literary ex- pression mark the Encyclical as a time- less and yet timely contribution to the understanding and solution of modern educational ...
... philosophy of education in modern times . Its scholarly pre- cision and high quality of literary ex- pression mark the Encyclical as a time- less and yet timely contribution to the understanding and solution of modern educational ...
Page 203
... educational organization which follow . He pro- poses , " in the light of his own conception of man , society , and reality " a possible basis for a modern philosophy of education . It is with this proposal that Dr. Bertocci is ...
... educational organization which follow . He pro- poses , " in the light of his own conception of man , society , and reality " a possible basis for a modern philosophy of education . It is with this proposal that Dr. Bertocci is ...
Page 268
... philosophy of education , characterized as the " pedagogy of revo- lutionary democracy , " manifested in the works of such outstanding intellectual leaders of 19th century Russia as Hert- zen , Belinskii , Chernyshevskii , and ...
... philosophy of education , characterized as the " pedagogy of revo- lutionary democracy , " manifested in the works of such outstanding intellectual leaders of 19th century Russia as Hert- zen , Belinskii , Chernyshevskii , and ...
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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