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
... matter of the right to be sure more strictly ; so that the right to be sure derives from having personally verified the truth of a proposition that we claim to know to be the case , etc. Such a right will only sometimes depend on direct ...
... matter of the right to be sure more strictly ; so that the right to be sure derives from having personally verified the truth of a proposition that we claim to know to be the case , etc. Such a right will only sometimes depend on direct ...
Page 13
... matter in the learner , Dewey com- plains , in Democracy and Education , of the failure of learning to “ enter into character and affect conduct . " Noticing that the increase in bulk of organized information has influenced our notions ...
... matter in the learner , Dewey com- plains , in Democracy and Education , of the failure of learning to “ enter into character and affect conduct . " Noticing that the increase in bulk of organized information has influenced our notions ...
Page 222
... matter . " Teachers should , he thought , be intelligent enough to devise for themselves methods appropriate for dealing with the problem at hand . And he was not interested in subject matter as such but in that subject mater which ...
... matter . " Teachers should , he thought , be intelligent enough to devise for themselves methods appropriate for dealing with the problem at hand . And he was not interested in subject matter as such but in that subject mater which ...
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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