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
... given moment in history , it seeks to establish itself . Different means to the same democratic ends may be appropriate in different periods ; there can be legitimate argument among citizens as to what is best to do at a given time ...
... given moment in history , it seeks to establish itself . Different means to the same democratic ends may be appropriate in different periods ; there can be legitimate argument among citizens as to what is best to do at a given time ...
Page 37
... given a definite purpose . They have been given an ideal greater than themselves— false as it undoubtedly is - which has liberated them , which has given them a sense of exhilaration . In spite of regimentation and the loss of ...
... given a definite purpose . They have been given an ideal greater than themselves— false as it undoubtedly is - which has liberated them , which has given them a sense of exhilaration . In spite of regimentation and the loss of ...
Page 332
... given to the fact that skills in study are of great importance in the future educational success of the student and in his continued development after graduation . A sixth characteristic trend is the attention given to varied ...
... given to the fact that skills in study are of great importance in the future educational success of the student and in his continued development after graduation . A sixth characteristic trend is the attention given to varied ...
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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 |