Harvard Educational Review, Volume 13Howard Eugene Wilson Harvard University, 1943 "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 11
... formal , restrictive . Education came increas- ingly to be conceived in formalistic rather than humanistic terms . Its end was no longer the pursuit of happiness through effective knowledge of man and his world ; it became , instead , a ...
... formal , restrictive . Education came increas- ingly to be conceived in formalistic rather than humanistic terms . Its end was no longer the pursuit of happiness through effective knowledge of man and his world ; it became , instead , a ...
Page 15
... formal discipline its protagonists violate a cardinal academic prin- ciple - that an educated person whose mind has presumably been liberated from the bondage of superstition and blind belief may in no circumstances continue to cling to ...
... formal discipline its protagonists violate a cardinal academic prin- ciple - that an educated person whose mind has presumably been liberated from the bondage of superstition and blind belief may in no circumstances continue to cling to ...
Page 16
... formal discipline are singularly innocent of any desire to seek empirical verification for it . Let them look around their campus or their nation and see whether men who occupy positions of leadership requiring what they would call ...
... formal discipline are singularly innocent of any desire to seek empirical verification for it . Let them look around their campus or their nation and see whether men who occupy positions of leadership requiring what they would call ...
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activity administration authority cation child China Chinese College concept coöperation course cultural curriculum democracy democratic difference discussion Doctrine educa educational government Elmer Davis English enrolment Érico Verissimo experiment fact federal field foreign Form formal formalist function German given governmental Guatemala Harvard University High School higher education human hypothesis important institutions of higher interest investigation isolationism John Dewey language Latin American Latin American literature Latin American music learning literature Massachusetts material ment method modern Monroe Doctrine motivation municipal National objectives organization Parker philosophy planning Playlet Group political Portuguese pre-test present problem procedure Professor pupils questions R. A. Fisher Recordings Group relations research and records result school committee score secondary schools significant social Soviet Soviet Union Spanish statement statistical teachers teaching tion Ulich United vocational workers York