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 266
... understanding of social phenomena involves a qualitatively different approach to that needed with natural , in that such understanding implies something more than simply external observation : it necessitates at least an imaginative ...
... understanding of social phenomena involves a qualitatively different approach to that needed with natural , in that such understanding implies something more than simply external observation : it necessitates at least an imaginative ...
Page 269
... understanding but to clarify con- ceptually how the interpretative subjective understanding men practice in their daily lives in the common sense world can be harnessed to the require- ments of what he insists is a science . Hence he ...
... understanding but to clarify con- ceptually how the interpretative subjective understanding men practice in their daily lives in the common sense world can be harnessed to the require- ments of what he insists is a science . Hence he ...
Page 364
... Understanding " awakens immediate response . The necessity for better school instruction , enlarged curricula and facili- ties , and greater numbers of better trained teachers is fully realized by enlightened community leaders . All ...
... Understanding " awakens immediate response . The necessity for better school instruction , enlarged curricula and facili- ties , and greater numbers of better trained teachers is fully realized by enlightened community leaders . All ...
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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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