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 13
That we can learn by doing is a fact . That we must do in order to learn is also a fact . However , the first of these facts is true and the second is false ( where by ' fact ' I mean ' matter of fact ' ) . Consequently , the notion of ...
That we can learn by doing is a fact . That we must do in order to learn is also a fact . However , the first of these facts is true and the second is false ( where by ' fact ' I mean ' matter of fact ' ) . Consequently , the notion of ...
Page 226
This is a sad confusion of fact and opinion and is disastrously far from the truth . Brauer stresses the primacy of the study ... This move probably stems from Brauer's own predilec- tions than from any correspondence with the facts .
This is a sad confusion of fact and opinion and is disastrously far from the truth . Brauer stresses the primacy of the study ... This move probably stems from Brauer's own predilec- tions than from any correspondence with the facts .
Page 331
( The fact that the same child may behave very differently under two different teachers seems to me to have obvious , if mostly disregarded , implications for compos- ing classes . ) Chapters 8-11 are interpretations of group findings .
( The fact that the same child may behave very differently under two different teachers seems to me to have obvious , if mostly disregarded , implications for compos- ing classes . ) Chapters 8-11 are interpretations of group findings .
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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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