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 2
... believe that I have learned ( that something is the case or how to do something -irrespective of whether or not what I believe to be the case is so , etc. ) without being sure that I have learned ( again , without knowing - that I have ...
... believe that I have learned ( that something is the case or how to do something -irrespective of whether or not what I believe to be the case is so , etc. ) without being sure that I have learned ( again , without knowing - that I have ...
Page 10
... believe - that it is ; but I can believe - that it is raining outside without knowing - that it is . I can believe without being sure of myself ( without , that is , feeling sure that my belief is true ) ; although many beliefs involve ...
... believe - that it is ; but I can believe - that it is raining outside without knowing - that it is . I can believe without being sure of myself ( without , that is , feeling sure that my belief is true ) ; although many beliefs involve ...
Page 11
... believe that it is the case , but to learn how to do something is not to believe how to do it . " ( p . 339 ) ( See also Gilbert Ryle's The Concept of Mind , p . 28 : " ... we never speak of a person believing or opining how , and ...
... believe that it is the case , but to learn how to do something is not to believe how to do it . " ( p . 339 ) ( See also Gilbert Ryle's The Concept of Mind , p . 28 : " ... we never speak of a person believing or opining how , and ...
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abstraction achievement activities American analysis answer appear Association become behavior believe called chapter child communication complete concept concerned considered course culture described direct discussion effect example experience fact field give given Harvard higher human ideas important individual institutions instruction interest involved John kind knowledge language learning less LIBRARIES machine material matter McGuffey Readers means methods moral nature objects observed organization patterns perhaps period personality position possible practice present Press problems Professor question reader reading reference relation religious Report response Review role seems sense situation social society specific suggests teacher teaching theory things tion understanding University values York