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 66 ... 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 66 ... 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 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