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 130
... mind and character than a month's , nay , perhaps a year's schooling . Who knows the individual hour in which His habits were first sown , even as a seed ? Who that should point , as with a wand , and say , This portion of the river of ...
... mind and character than a month's , nay , perhaps a year's schooling . Who knows the individual hour in which His habits were first sown , even as a seed ? Who that should point , as with a wand , and say , This portion of the river of ...
Page 186
... mind , and soul . " The teacher's first requirement was to " know the child , and its nature . ” Only by " the exact adaptation of the subject ... to the learning mind " could he make the student's experience one of " essential ...
... mind , and soul . " The teacher's first requirement was to " know the child , and its nature . ” Only by " the exact adaptation of the subject ... to the learning mind " could he make the student's experience one of " essential ...
Page 348
... mind , and culture each contributes about equally , while another thought mind and culture , but not body , do so . Five were sure that mind ( which some respondents may have conceived in a spiritual or idealistic sense ) is the most ...
... mind , and culture each contributes about equally , while another thought mind and culture , but not body , do so . Five were sure that mind ( which some respondents may have conceived in a spiritual or idealistic sense ) is the most ...
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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