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 86
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 ...
Other editions - View all
Common terms and phrases
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