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 353
... issues have been realized . On the assumption that one of the valid tasks of philosophy is the clarifi- cation of issues and the logical analysis of the bases of and relations be- tween educational ideas , the author examines typical ...
... issues have been realized . On the assumption that one of the valid tasks of philosophy is the clarifi- cation of issues and the logical analysis of the bases of and relations be- tween educational ideas , the author examines typical ...
Page 354
... issues as professionalism in teaching , the delineation of teacher role , and the implications of different conceptions of teaching for the free- dom of both the teacher and the learner . The great virtue of this book is its directness ...
... issues as professionalism in teaching , the delineation of teacher role , and the implications of different conceptions of teaching for the free- dom of both the teacher and the learner . The great virtue of this book is its directness ...
Page 355
... issues is practically non - existent . The field can benefit greatly from this type of analysis . Yet this book is not confined to a sterile use of philosophical antiseptic . There are many tentative suggestions re- garding policy that ...
... issues is practically non - existent . The field can benefit greatly from this type of analysis . Yet this book is not confined to a sterile use of philosophical antiseptic . There are many tentative suggestions re- garding policy that ...
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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