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 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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