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 201
... follow a rule . " One learns a rule , or one follows a rule . But learning to follow a rule in Green's sense , i.e. with discrimination , acumen , and free- dom , is a more complex affair , governed by higher order rules which are struc ...
... follow a rule . " One learns a rule , or one follows a rule . But learning to follow a rule in Green's sense , i.e. with discrimination , acumen , and free- dom , is a more complex affair , governed by higher order rules which are struc ...
Page 207
... follow that he did not learn to obey the rule . " The argument is fallacious . Suppose someone invents , say , a certain clinical procedure in medical diagnosis . In one sense of “ learn " we might say he learned what rules of procedure ...
... follow that he did not learn to obey the rule . " The argument is fallacious . Suppose someone invents , say , a certain clinical procedure in medical diagnosis . In one sense of “ learn " we might say he learned what rules of procedure ...
Page 439
... follows that no matter what the facts may be , nor what definitions may be introduced , no one can be logically compelled by ... follow from the doctrine of Auton- omy that no one can be logically compelled by his acceptance of facts and ...
... follows that no matter what the facts may be , nor what definitions may be introduced , no one can be logically compelled by ... follow from the doctrine of Auton- omy that no one can be logically compelled by his acceptance of facts and ...
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