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 15
... things that they do not now know keep in mind that in knowing , as distinguished from other levels of learning , man " ... not only knows , but knows that he knows . " 28 We , nonetheless , often attempt to get individuals to know things ...
... things that they do not now know keep in mind that in knowing , as distinguished from other levels of learning , man " ... not only knows , but knows that he knows . " 28 We , nonetheless , often attempt to get individuals to know things ...
Page 69
... things are contrived ; what marks of design there are ! We have fire to warm us when we are cold ; water to drink when we are thirsty ; teeth to eat with , eyes to see with , feet to walk with . In a thousand things we see design ...
... things are contrived ; what marks of design there are ! We have fire to warm us when we are cold ; water to drink when we are thirsty ; teeth to eat with , eyes to see with , feet to walk with . In a thousand things we see design ...
Page 267
... things he will not hear about . Unless he is in a position to observe the daily round of inconspicuous activities , he will not have the material from which to infer beliefs and attitudes.8 But , surely , it is not simply a matter of ...
... things he will not hear about . Unless he is in a position to observe the daily round of inconspicuous activities , he will not have the material from which to infer beliefs and attitudes.8 But , surely , it is not simply a matter of ...
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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