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 52
... role to be played by each field treated in the science program . in a liberal curriculum . First , each Third , each program will have a liberal program representative of a primary responsibility for providing field will be concerned to ...
... role to be played by each field treated in the science program . in a liberal curriculum . First , each Third , each program will have a liberal program representative of a primary responsibility for providing field will be concerned to ...
Page 157
... role whose judgments are guided by the of the college was universally viewed light of experience ( 41 ) . as that of preserving and transmitting a carefully selected and infinite- II . THE ROLE OF THE GREAT ly valuable body of knowledge ...
... role whose judgments are guided by the of the college was universally viewed light of experience ( 41 ) . as that of preserving and transmitting a carefully selected and infinite- II . THE ROLE OF THE GREAT ly valuable body of knowledge ...
Page 269
... role in the movement toward all- pervasive political control of education in Soviet society , and that the culture pattern provided forms of control which could be adopted and adapted to the needs of the new regime . But any given ...
... role in the movement toward all- pervasive political control of education in Soviet society , and that the culture pattern provided forms of control which could be adopted and adapted to the needs of the new regime . But any given ...
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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
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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