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 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