Harvard Educational Review, Volume 21"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 14
Brawn as well as spirit ing of religion and the democraticwill be required to make a better scientific outlook . A study of the function of religion reveals a numworld . But it is at least hopeful that ber of religious qualities of ex- ...
Brawn as well as spirit ing of religion and the democraticwill be required to make a better scientific outlook . A study of the function of religion reveals a numworld . But it is at least hopeful that ber of religious qualities of ex- ...
Page 15
The examine myth , not merely for its principle of the separation of church symbolism , but for its essential truth , and state originated , not because of and where some religious philoso- any antipathy for religion , but because phers ...
The examine myth , not merely for its principle of the separation of church symbolism , but for its essential truth , and state originated , not because of and where some religious philoso- any antipathy for religion , but because phers ...
Page 16
Rather than start with a share the common skeptical attitude clean slate , it seems better to make toward much that has been tradi- use of the generations of experience tional in religion . The first two of and the loyalties which may ...
Rather than start with a share the common skeptical attitude clean slate , it seems better to make toward much that has been tradi- use of the generations of experience tional in religion . The first two of and the loyalties which may ...
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activity American analysis Association basic become cation child concern conclusions considered course critical determine discipline discriminant discussion distinctions effect evidence examination example existence experience expressed fact field function German give given grades graduate hand higher human humanistic ideas important individual inquiry interest kind knowledge labor learning living material matter means measure ment method mind nature necessary object organization original particular personality possible practice present Press principles problem question relation religion religious responsibility scientific secondary sense situation social society student suggests teachers teaching theory thinking tion understanding union United University values various whole York
Bibliographic information
| Title | Harvard Educational Review, Volume 21 Harvard Educational Review, Harvard University. Graduate School of Education |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1951 |
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