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 269
His aim methodologically is not to rely exclusively on " empathy " or intuitive understanding but to clarify con- ceptually how the interpretative subjective understanding men practice in their daily lives in the common sense world can ...
His aim methodologically is not to rely exclusively on " empathy " or intuitive understanding but to clarify con- ceptually how the interpretative subjective understanding men practice in their daily lives in the common sense world can ...
Page 414
When we say that a man has led a good life in this sense ( and notice , we say “ led ” not “ had " here ) , we mean that he has led a morally good life , a life of honesty and service , a “ good and useful " life .
When we say that a man has led a good life in this sense ( and notice , we say “ led ” not “ had " here ) , we mean that he has led a morally good life , a life of honesty and service , a “ good and useful " life .
Page 419
In this 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 ...
In this 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 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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