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 26
But love is capable of gave the clansman a sense of rebirth being extended in a degree and in and a new strength , as if by so doing ways not now realized nor even conhe had partaken of and refreshed ceived . We cannot even be sure that ...
But love is capable of gave the clansman a sense of rebirth being extended in a degree and in and a new strength , as if by so doing ways not now realized nor even conhe had partaken of and refreshed ceived . We cannot even be sure that ...
Page 41
Among these dozens , the dis- first place , education is a “ practical ” tinctions of method from content , fact science rather than a " theoretical ” from idea , and science from other one , in the sense that the central funcbranches ...
Among these dozens , the dis- first place , education is a “ practical ” tinctions of method from content , fact science rather than a " theoretical ” from idea , and science from other one , in the sense that the central funcbranches ...
Page 215
But are the validity perimental mind is the mature mind and value of scientific method them- in the sense that it can operate on the selves testable by sense - experience ? basis of probability ; it retains its conIf so , what sensory ...
But are the validity perimental mind is the mature mind and value of scientific method them- in the sense that it can operate on the selves testable by sense - experience ? basis of probability ; it retains its conIf so , what sensory ...
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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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