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 3
... concerned with knowing . Indeed , the prospect that what Johnny learns he may not know hardly occurs to any of us and will seem strange to some until analyzed . " Concern for the proper analysis of ' knowing ' and its relationship to ...
... concerned with knowing . Indeed , the prospect that what Johnny learns he may not know hardly occurs to any of us and will seem strange to some until analyzed . " Concern for the proper analysis of ' knowing ' and its relationship to ...
Page 16
... concerned with it as a faculty . In any event , certain considerations demand that we expand our ability in ... concerns rep- resented by the present paper give rise . Nonetheless , it may be the case that knowing is irrelevant to good ...
... concerned with it as a faculty . In any event , certain considerations demand that we expand our ability in ... concerns rep- resented by the present paper give rise . Nonetheless , it may be the case that knowing is irrelevant to good ...
Page 419
... concerned to promote spiritual values . But " spiritual values " is often used to include also values which are not ... concern of public education even though its aim is to promote the good and the moral life , we have been implying ...
... concerned to promote spiritual values . But " spiritual values " is often used to include also values which are not ... concern of public education even though its aim is to promote the good and the moral life , we have been implying ...
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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