Harvard Educational Review, Volume 31"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 128
It is indeed the most natural duty of parents to see that the lives for which they are responsible shall be rational ... Specialization was the rule of nature and of the functioning of the human body : " And therefore , as workshops ...
It is indeed the most natural duty of parents to see that the lives for which they are responsible shall be rational ... Specialization was the rule of nature and of the functioning of the human body : " And therefore , as workshops ...
Page 189
Nature , William Payne declared , operated by brute force , in total violation of ethical values and of the worth of the individual . " The joint work of Christianity , science and civilization , is to subdue Nature , " Payne continued ...
Nature , William Payne declared , operated by brute force , in total violation of ethical values and of the worth of the individual . " The joint work of Christianity , science and civilization , is to subdue Nature , " Payne continued ...
Page 268
The same can be said of the nature and differences of religious , scientific , aesthetic , ethical , legal , economic ... the natural sciences themselves , where intuition has an important part to play ; and concludes that " the anti ...
The same can be said of the nature and differences of religious , scientific , aesthetic , ethical , legal , economic ... the natural sciences themselves , where intuition has an important part to play ; and concludes that " the anti ...
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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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