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 13
... 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 “ learning by doing " is only ...
... 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 “ learning by doing " is only ...
Page 226
... fact and opinion and is disastrously far from the truth . Brauer stresses the primacy of the study of history in the education of the gentleman ( pp . 76-80 ) . This move probably stems from Brauer's own predilec- tions than from any ...
... fact and opinion and is disastrously far from the truth . Brauer stresses the primacy of the study of history in the education of the gentleman ( pp . 76-80 ) . This move probably stems from Brauer's own predilec- tions than from any ...
Page 331
... fact that people can live under autocracy without becoming frustrated is analyzed and its conditions revealed ; the even more puzzling fact that people under autocracy may become frustrated and yet remain submissive gives food for ...
... fact that people can live under autocracy without becoming frustrated is analyzed and its conditions revealed ; the even more puzzling fact that people under autocracy may become frustrated and yet remain submissive gives food for ...
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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