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 286
... objects , for example , table is a symbol for the entire class of tables , not for any particular table ; all such particular tables are the elements of the class table . The class of nouns is therefore already a class of classes of objects ...
... objects , for example , table is a symbol for the entire class of tables , not for any particular table ; all such particular tables are the elements of the class table . The class of nouns is therefore already a class of classes of objects ...
Page 290
... objects ( objects of thought ) is thus seen as a necessary preliminary to the formation of classes with these objects as elements . It may be objected that , at least in the mathematical examples cited , the restricted class from which ...
... objects ( objects of thought ) is thus seen as a necessary preliminary to the formation of classes with these objects as elements . It may be objected that , at least in the mathematical examples cited , the restricted class from which ...
Page 391
... objects is a relatively straight- forward task . More complex forms of knowledge require other procedures . At an early point , the main problem becomes that of analyzing knowledge . Traditionally , for example , something called a ...
... objects is a relatively straight- forward task . More complex forms of knowledge require other procedures . At an early point , the main problem becomes that of analyzing knowledge . Traditionally , for example , something called a ...
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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