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 8
... knowledge claim ) that Caesar died in 44 B.C. may be established by faith in the pronouncement of a teacher or a ... knowledge ) , propositional knowledge , and has generally ignored the second ( knowing - how knowledge ) , skill ...
... knowledge claim ) that Caesar died in 44 B.C. may be established by faith in the pronouncement of a teacher or a ... knowledge ) , propositional knowledge , and has generally ignored the second ( knowing - how knowledge ) , skill ...
Page 13
... knowledge itself " ( that is , unconsciously ) , and that the " acquisition of knowledge " depends upon one's " response to what is communicated , " Dewey observes that If this identification of knowledge with propositions stating infor ...
... knowledge itself " ( that is , unconsciously ) , and that the " acquisition of knowledge " depends upon one's " response to what is communicated , " Dewey observes that If this identification of knowledge with propositions stating infor ...
Page 14
... knowledge and fruitful understanding except as the off - spring of doing . The analysis and re - arrangement of facts which is indispensable to the growth of knowledge and power of explanation and right classification cannot be attained ...
... knowledge and fruitful understanding except as the off - spring of doing . The analysis and re - arrangement of facts which is indispensable to the growth of knowledge and power of explanation and right classification cannot be attained ...
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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