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 361
... logic is to make discourse on moral questions ; hence the terms of this discourse reflect moral categories of thought . As men learn and understand logic in the sense that they become logical and make logical discourse , therefore , so ...
... logic is to make discourse on moral questions ; hence the terms of this discourse reflect moral categories of thought . As men learn and understand logic in the sense that they become logical and make logical discourse , therefore , so ...
Page 470
... logical theory . An- other way of putting the matter is that in order to construct a sound logical theory , one must not only abstract from the nuances of natural language but must also depart from its structure in fundamental ways ...
... logical theory . An- other way of putting the matter is that in order to construct a sound logical theory , one must not only abstract from the nuances of natural language but must also depart from its structure in fundamental ways ...
Page 480
... logical impasse . No sentence ever could be simultaneously analytic and contradictory . On the assumption that the given theory of analyticity is in the main correct , the imagined coinage must be rejected as inadmissible . Since self ...
... logical impasse . No sentence ever could be simultaneously analytic and contradictory . On the assumption that the given theory of analyticity is in the main correct , the imagined coinage must be rejected as inadmissible . Since self ...
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