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 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