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 133
... knowledge generally , for all knowledge is constructed out of elementary units of experience , which are grouped , related , and generalized . The teacher's ob- ject should thus be to provide data not only useful in themselves , but col ...
... knowledge generally , for all knowledge is constructed out of elementary units of experience , which are grouped , related , and generalized . The teacher's ob- ject should thus be to provide data not only useful in themselves , but col ...
Page 136
... knowledge . For knowledge , in short , requires the individual himself to have a grasp of the realities lying behind the words . The insight model is strong where the impression model is weakest . While the latter , in its concern with ...
... knowledge . For knowledge , in short , requires the individual himself to have a grasp of the realities lying behind the words . The insight model is strong where the impression model is weakest . While the latter , in its concern with ...
Page 138
... knowledge as a public and recorded possession . Furthermore , it reflects the primary importance of conserving such knowledge , as a collective heritage . But knowledge in this public sense has nothing to do with the process of learning ...
... knowledge as a public and recorded possession . Furthermore , it reflects the primary importance of conserving such knowledge , as a collective heritage . But knowledge in this public sense has nothing to do with the process of learning ...
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