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 19
... values which have stood the test both of experience and of power to be integrated with other values . Monotheism , representing as it does the integration of all partial values into a coherent structure , rep- resents the full maturity ...
... values which have stood the test both of experience and of power to be integrated with other values . Monotheism , representing as it does the integration of all partial values into a coherent structure , rep- resents the full maturity ...
Page 24
... values as instrumental to one another . But the same acts which integrate values create new , unpre- dicted values . Differentiation is the seminal source upon which feeds the growing structure of integrated value . The evolving ...
... values as instrumental to one another . But the same acts which integrate values create new , unpre- dicted values . Differentiation is the seminal source upon which feeds the growing structure of integrated value . The evolving ...
Page 203
... values . " The basis of these values and their integration into a matrix of social organization and human values , is of profound concern to educators . During the course of his review , Dr. Bertocci discusses the various value systems ...
... values . " The basis of these values and their integration into a matrix of social organization and human values , is of profound concern to educators . During the course of his review , Dr. Bertocci discusses the various value systems ...
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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