Harvard Educational Review, Volume 11Howard Eugene Wilson Harvard University, 1941 "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 13
... democracy . To define democracy is to assay the responsibilities and privileges of the individual citizen , for it is in him that democratic society thrives or perishes . The spirit of democracy is respect for the individual , not alone ...
... democracy . To define democracy is to assay the responsibilities and privileges of the individual citizen , for it is in him that democratic society thrives or perishes . The spirit of democracy is respect for the individual , not alone ...
Page 245
... democracy , come together so that they may not be separated . You get no morals without education — as a moral being ... democracy , or in one of these forms of government which are endeavoring to make their citizens fit to become a ...
... democracy , come together so that they may not be separated . You get no morals without education — as a moral being ... democracy , or in one of these forms of government which are endeavoring to make their citizens fit to become a ...
Page 472
... democracy in this country with which each intelligent citizen must come to terms . No teacher genuinely concerned to foster and defend democracy can fail to acquaint his students with the nature and the implications of each . Both ...
... democracy in this country with which each intelligent citizen must come to terms . No teacher genuinely concerned to foster and defend democracy can fail to acquaint his students with the nature and the implications of each . Both ...
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Abstracts activities administration American Association become better camps concern course critical culture defense democracy direct discussion economic effective effort experience fact field function give given human ideas important individual institutions interest Journal kind knowledge learning less living material matter means methods mind moral nature objectives organization pattern political possible practice present principles problems progressive Psychological pupils questions reading reason relation responsibility result Review scores selected skills social society suggest teacher teaching textbook theory things thinking thought tion transfer true understanding United University whole women writing York young
Bibliographic information
| Title | Harvard Educational Review, Volume 11 Harvard Educational Review, Harvard University. Graduate School of Education |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1941 |
| Original from | the University of Michigan |
| Digitized | 2 Oct 2009 |
| Export Citation | BiBTeX EndNote RefMan |