Harvard Educational Review, Volume 22"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 49
Local autonomy in education is a near - necessity in a country such as Switzerland where the national organization is that of a confedera- tion of twenty - five cantons and where there is extreme diversity in cultural groups as well as ...
Local autonomy in education is a near - necessity in a country such as Switzerland where the national organization is that of a confedera- tion of twenty - five cantons and where there is extreme diversity in cultural groups as well as ...
Page 253
By maintaining the theory of cultural conditioning , the reconstruc- tionist has forfeited the right to appeal to values which presuppose a degree of moral freedom . There is a second difficulty . Though general validity is claimed for ...
By maintaining the theory of cultural conditioning , the reconstruc- tionist has forfeited the right to appeal to values which presuppose a degree of moral freedom . There is a second difficulty . Though general validity is claimed for ...
Page 255
He thought there were in the history of civilization certain periods whose cultural achieve ments bore no direct relation to the material organization of society . " The difficulty , " he wrote once , " is not in grasping the idea that ...
He thought there were in the history of civilization certain periods whose cultural achieve ments bore no direct relation to the material organization of society . " The difficulty , " he wrote once , " is not in grasping the idea that ...
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action activities administrative American amount become Board called cation cent child cities Committee competence concerned considerable considered courses cultural curriculum discussion economic educa effect elementary established evaluation existing experience fact function grade Harvard higher human ideas important included individual institutions interest issue knowledge learning less living matter means measure ment merit method nature needs objectives observed organized period position possible practice preparation present principle problem profession professional proficiency pupils question reason regional relation relationship responsibility result salary schedule scores seems selected social society South Southern standards teachers teaching theory tion University values York
Bibliographic information
| Title | Harvard Educational Review, Volume 22 Harvard Educational Review, Harvard University. Graduate School of Education |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1952 |
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