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 286
Language is , for example , just such a sym- bolism , in which practically every word refers to a class , the elements of these classes being objects , actions of various kinds , different connections between actual situations and so on ...
Language is , for example , just such a sym- bolism , in which practically every word refers to a class , the elements of these classes being objects , actions of various kinds , different connections between actual situations and so on ...
Page 291
Such an isomorphism is for example assumed to exist between the electrical impulses passing up and down our nervous system and our “ thinking , " where the latter includes all possible mental processes .
Such an isomorphism is for example assumed to exist between the electrical impulses passing up and down our nervous system and our “ thinking , " where the latter includes all possible mental processes .
Page 388
Many distinguished scientists , for example , have appeared to think slowly . One advantage of individual instruction is that the student is able to follow a program without breaks or omissions . A member of a class moving at ap- ...
Many distinguished scientists , for example , have appeared to think slowly . One advantage of individual instruction is that the student is able to follow a program without breaks or omissions . A member of a class moving at ap- ...
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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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