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 15
It is important , too , that those who wish others to know 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 .
It is important , too , that those who wish others to know 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 .
Page 69
You see how nicely all 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 .
You see how nicely all 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 .
Page 267
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 the " things he will not hear ...
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 the " things he will not hear ...
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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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