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 142
As a research scholar and speculator with historical ideas , he displays and analyzes the attitudes of the past for the pragmatic judgment of the present as well as for the sake of his own art . He does this with his peculiar regard for ...
As a research scholar and speculator with historical ideas , he displays and analyzes the attitudes of the past for the pragmatic judgment of the present as well as for the sake of his own art . He does this with his peculiar regard for ...
Page 205
Of the latter kind of reform , John Dewey said about the work of Francis Parker in Quincy , Massachusetts , in the midst of the Depression , that Colonel Parker came when the idea of the common schools had re- ceived universal ...
Of the latter kind of reform , John Dewey said about the work of Francis Parker in Quincy , Massachusetts , in the midst of the Depression , that Colonel Parker came when the idea of the common schools had re- ceived universal ...
Page 454
Even in the realm of politics , the most exciting idea to come along in a couple of decades — the Peace Corps - is itself ... We live in that least dramatic of intellectual climates - an age of consolidation of ideas , a time of bland ...
Even in the realm of politics , the most exciting idea to come along in a couple of decades — the Peace Corps - is itself ... We live in that least dramatic of intellectual climates - an age of consolidation of ideas , a time of bland ...
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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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