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 |
From inside the book
Results 1-3 of 50
Page 271
... patterns from what he has observed . Thereupon he co - ordinates to these typical course - of - action patterns models of an ideal actor or actors , whom he imagines as being gifted with con- sciousness . Yet it is a consciousness ...
... patterns from what he has observed . Thereupon he co - ordinates to these typical course - of - action patterns models of an ideal actor or actors , whom he imagines as being gifted with con- sciousness . Yet it is a consciousness ...
Page 284
... patterns is an anthropological problem which we cannot go into here ; to what extent such changes in any particular set of culture patterns are desirable is a socio - ethical problem , also outside the scope of this article . It is ...
... patterns is an anthropological problem which we cannot go into here ; to what extent such changes in any particular set of culture patterns are desirable is a socio - ethical problem , also outside the scope of this article . It is ...
Page 381
... patterns . In another arrangement , the student echoes rhythmic patterns sounded by the machine , though not in unison , and again the specifications for an accurate reproduction are progressively sharpened . Rhythmic patterns can also ...
... patterns . In another arrangement , the student echoes rhythmic patterns sounded by the machine , though not in unison , and again the specifications for an accurate reproduction are progressively sharpened . Rhythmic patterns can also ...
Other editions - View all
Common terms and phrases
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