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 169
... called progressivism ? The answers are important for the light they may shed on the history of the nation as well as the schools . Richard C. Hofstadter , George E. Mowry , Arthur Mann , and Arthur S. Link have recently demonstrated ...
... called progressivism ? The answers are important for the light they may shed on the history of the nation as well as the schools . Richard C. Hofstadter , George E. Mowry , Arthur Mann , and Arthur S. Link have recently demonstrated ...
Page 265
... called exact and natural sciences.1 Yet Dr. Wall notes , in the fields susceptible to scientific investigation , the importance of large scale enterprises undertaken by a team of researchers : The complexity of the variables with which ...
... called exact and natural sciences.1 Yet Dr. Wall notes , in the fields susceptible to scientific investigation , the importance of large scale enterprises undertaken by a team of researchers : The complexity of the variables with which ...
Page 419
... called values ( i.e. , things which are good ) , but also for what I have called principles , virtues , and even for beliefs . Let us for the moment allow it to keep this wide meaning . Then what does " spiritual values " mean ? It ...
... called values ( i.e. , things which are good ) , but also for what I have called principles , virtues , and even for beliefs . Let us for the moment allow it to keep this wide meaning . Then what does " spiritual values " mean ? It ...
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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