Harvard Educational Review, Volume 31"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
Also , I may 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 ...
Also , I may 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 ...
Page 10
For what works for ' know ' in this respect does not neces- sarily work for ' learn ' ; and to see this , one of the things that must be kept in mind is the distinction between ' believe ' and ' know . ' I am arguing , in part , that we ...
For what works for ' know ' in this respect does not neces- sarily work for ' learn ' ; and to see this , one of the things that must be kept in mind is the distinction between ' believe ' and ' know . ' I am arguing , in part , that we ...
Page 11
The notion of belief seems to me to be inapplicable to cases of skills altogether : To have just learned that something is the case may imply to believe that it is the case , but to learn how to do something is not to believe how to do ...
The notion of belief seems to me to be inapplicable to cases of skills altogether : To have just learned that something is the case may imply to believe that it is the case , but to learn how to do something is not to believe how to do ...
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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
Bibliographic information
| Title | Harvard Educational Review, Volume 31 Harvard Educational Review, Harvard University. Graduate School of Education |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1961 |
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