Harvard Educational Review, Volume 35Howard Eugene Wilson Harvard University, 1965 "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 108
... accepting more students than they might have chosen to accept . While this may or may not have had deleteri- ous effects on the quality of instruction , it has meant that the British academic has had less time and facilities to pur- sue ...
... accepting more students than they might have chosen to accept . While this may or may not have had deleteri- ous effects on the quality of instruction , it has meant that the British academic has had less time and facilities to pur- sue ...
Page 134
... accepted theory . We need to feed in not only sense data but the correlated verbal patterning of such data , that is , the statements about such data which we ourselves accept . The student's knowl- edge consists in his stored ...
... accepted theory . We need to feed in not only sense data but the correlated verbal patterning of such data , that is , the statements about such data which we ourselves accept . The student's knowl- edge consists in his stored ...
Page 198
... accept a rule is to accept it as binding , or to accept it as valid . He suggests that there is no difference here between the notion of “ valid ” and “ binding . ” “ It is one thing to ask of any normative rule or principle what makes ...
... accept a rule is to accept it as binding , or to accept it as valid . He suggests that there is no difference here between the notion of “ valid ” and “ binding . ” “ It is one thing to ask of any normative rule or principle what makes ...
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