Harvard Educational Review, Volume 24"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 118
EVERY Society , regardless of its structure and composition , is vitally interested in maintaining itself and does everything in its power to insure its continuity . Such is the case for totalitarian regimes and democracies alike .
EVERY Society , regardless of its structure and composition , is vitally interested in maintaining itself and does everything in its power to insure its continuity . Such is the case for totalitarian regimes and democracies alike .
Page 119
The desire of society to preserve itself , then , is the first and basic point that has to be kept in mind . A second truism , one which stems logically from the first , is that any society adopts rigorous measures to insure stability ...
The desire of society to preserve itself , then , is the first and basic point that has to be kept in mind . A second truism , one which stems logically from the first , is that any society adopts rigorous measures to insure stability ...
Page 247
This society merely “ ' underwent ' them , one would be inclined to say in this connection , as a victim . " 12 66 Also , because of the essentially socially disintegrating effect of the colonial school system , native Indonesian ...
This society merely “ ' underwent ' them , one would be inclined to say in this connection , as a victim . " 12 66 Also , because of the essentially socially disintegrating effect of the colonial school system , native Indonesian ...
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achievement activities American analysis appears attempt attitudes become behavior called child comparative competence concentration concept concerned conditioning considered continued course Court culture device direction discriminant discussion educational system effect evaluative example existence experience fact factors field function given graduate Harvard human important individual Indonesian intellectual interest involved kind learning less matter means measured ment methods nature objective observed organization pattern perhaps personality possible practical present principles probably problems produce pupils question reading reason reinforcement relation reported response scientific scores secondary school seemed sense social society Soviet teacher teaching theory tion United University York
Bibliographic information
| Title | Harvard Educational Review, Volume 24 Harvard Educational Review, Harvard University. Graduate School of Education |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1968 |
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