Harvard Educational Review, Volume 31Howard Eugene Wilson Harvard University, 1961 "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 13
... Dewey observes that If this identification of knowledge with propositions stating infor- mation has fastened itself upon logicians and philosophers , it is not surprising that the same ideal has already dominated instruction.22 I see Dewey ...
... Dewey observes that If this identification of knowledge with propositions stating infor- mation has fastened itself upon logicians and philosophers , it is not surprising that the same ideal has already dominated instruction.22 I see Dewey ...
Page 222
... Dewey turned these public schools topsy - turvy , the evidence is hard to find . Professor Handlin states that Dewey had little or no influence before the First World War ( pp.15-16 ) ; and Maxine Greene , in an article entitled " Dewey ...
... Dewey turned these public schools topsy - turvy , the evidence is hard to find . Professor Handlin states that Dewey had little or no influence before the First World War ( pp.15-16 ) ; and Maxine Greene , in an article entitled " Dewey ...
Page 407
... Dewey . The author of this critique is not a Catholic -far from it ; he boasts of not even being a Christian . His name is Bertrand Russell . Russell quarrels with Dewey on grounds that are purely philosophi- cal . He dissents from Dewey's ...
... Dewey . The author of this critique is not a Catholic -far from it ; he boasts of not even being a Christian . His name is Bertrand Russell . Russell quarrels with Dewey on grounds that are purely philosophi- cal . He dissents from Dewey's ...
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abstraction achievement analysis answer attensity attitudes B. F. Skinner basic behavior believe Bernard Bailyn Catholic cation chapter child classroom Columbia University communication concept concerned course culture discussion educa educational research effect example experience experimental fact Harvard Educational Review Harvard University higher education historian human important individual institutions instruction intellectual interest involved John Dewey kind Kindergarten know-that knowledge language material mathematical McGuffey McGuffey Readers means ment methods molecules moral nature novice teachers organization patterns personality philosophy possible practice present problems Professor programmed learning progressivism Pseudo-training psychology public schools Puerto Rico question R-group reader reform relation religion religious response role Roosevelt scores sense Shaplin situation social society specific STANFORD UNIVERSITY suggests teaching machines techniques theory tion unexposed water vapor York