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 187
... action ; " he that doeth righteousness , " he said , quoting the New Testament , " is righteous . ” Similarly , Parker saw history as the story of liberty ; properly taught , " it joins the individual to the whole race , past and ...
... action ; " he that doeth righteousness , " he said , quoting the New Testament , " is righteous . ” Similarly , Parker saw history as the story of liberty ; properly taught , " it joins the individual to the whole race , past and ...
Page 216
... action of the mind . When I was wounded in the heel , I would see man after man approach with self - gratulatory smile as he made a reference to Achilles . Each had the feeling of personal achievement while he really was moving along ...
... action of the mind . When I was wounded in the heel , I would see man after man approach with self - gratulatory smile as he made a reference to Achilles . Each had the feeling of personal achievement while he really was moving along ...
Page 271
... action patterns from what he has observed . Thereupon he co - ordinates to these typical course - of - action patterns models of an ideal actor or actors , whom he imagines as being gifted with con- sciousness . Yet it is a ...
... action patterns from what he has observed . Thereupon he co - ordinates to these typical course - of - action patterns models of an ideal actor or actors , whom he imagines as being gifted with con- sciousness . Yet it is a ...
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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