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 416
... values of human life— are . ( 2 ) They might provide him with an experience and an appreciation of some of these values , e.g. , the enjoyment of music or poetry . ( 3 ) They might furnish him with knowledge , which is at once one of ...
... values of human life— are . ( 2 ) They might provide him with an experience and an appreciation of some of these values , e.g. , the enjoyment of music or poetry . ( 3 ) They might furnish him with knowledge , which is at once one of ...
Page 419
... values " mean ? It might mean ( and , I am inclined to say , should mean ) “ spe- cifically religious values . " In this sense , as I see it , public education cannot be concerned to promote spiritual values . But " spiritual values ...
... values " mean ? It might mean ( and , I am inclined to say , should mean ) “ spe- cifically religious values . " In this sense , as I see it , public education cannot be concerned to promote spiritual values . But " spiritual values ...
Page 420
... values , principles and virtues are valid and are an indispensable part of the good and the moral life , it may still be that there are others to which religion is not indispensable . And , if there are important values , rules , and ...
... values , principles and virtues are valid and are an indispensable part of the good and the moral life , it may still be that there are others to which religion is not indispensable . And , if there are important values , rules , 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