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 13
... formalist wants to teach mathematics because it is a better mental dumbbell than other materials . He believes that he will achieve his educational objectives automatically by “ disciplining the mind " in rhetorical , grammatical , logi ...
... formalist wants to teach mathematics because it is a better mental dumbbell than other materials . He believes that he will achieve his educational objectives automatically by “ disciplining the mind " in rhetorical , grammatical , logi ...
Page 14
... Formalist reveals the imitative , uncreative , and therefore decadent nature of his position not only by his naive credulity in regard to a discredited " mental philosophy " , but also by his adherence to the curriculum of the ...
... Formalist reveals the imitative , uncreative , and therefore decadent nature of his position not only by his naive credulity in regard to a discredited " mental philosophy " , but also by his adherence to the curriculum of the ...
Page 17
... formalist position seems to this writer clearly reflected in the fact that America's most outstanding formalist was also its most isolationist edu- cator . If it is important that we define our purposes and our methods un- equivocally ...
... formalist position seems to this writer clearly reflected in the fact that America's most outstanding formalist was also its most isolationist edu- cator . If it is important that we define our purposes and our methods un- equivocally ...
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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