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 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