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 269
... sense world can be harnessed to the require- ments of what he insists is a science . Hence he refers to the " erroneous con- clusion that the social sciences are toto coelo different from the natural sciences , a view which disregards ...
... sense world can be harnessed to the require- ments of what he insists is a science . Hence he refers to the " erroneous con- clusion that the social sciences are toto coelo different from the natural sciences , a view which disregards ...
Page 414
... senses for ever in joy ! There is , then , the good life in the sense of the morally good or virtuous life , and the good life in the sense of the happy or satisfying life . For conven- ience of reference in the rest of the paper , I ...
... senses for ever in joy ! There is , then , the good life in the sense of the morally good or virtuous life , and the good life in the sense of the happy or satisfying life . For conven- ience of reference in the rest of the paper , I ...
Page 419
... sense , as I see it , public education cannot be concerned to promote spiritual values . But “ spiritual values " is often used to include also values which are not so specifically religious — namely , aesthetic , moral , and ...
... sense , as I see it , public education cannot be concerned to promote spiritual values . But “ spiritual values " is often used to include also values which are not so specifically religious — namely , aesthetic , moral , and ...
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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