Harvard Educational Review, Volume 19"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 16
In Educational Philosophy The writer identifies Robert M. Hutchins , Mortimer J. Adler , and Jacques Maritain as spokesmen for the Perennialist philosophers — the rational humanists and the Neo- Thomists . He critically reviews their ...
In Educational Philosophy The writer identifies Robert M. Hutchins , Mortimer J. Adler , and Jacques Maritain as spokesmen for the Perennialist philosophers — the rational humanists and the Neo- Thomists . He critically reviews their ...
Page 17
Reason is the faculty all men rational humanism parallels that of possess and which all men possess as the liberal education and shares the the same faculty . Every man's Reason latter's antipathy for vocational train- is the same .
Reason is the faculty all men rational humanism parallels that of possess and which all men possess as the liberal education and shares the the same faculty . Every man's Reason latter's antipathy for vocational train- is the same .
Page 18
It is the object of this essay to précis the major philo- sophical theses of rational humanism and Neo - Thomism , and , then , to re- view the implications of rational humanism and Neo - Thomism for education .
It is the object of this essay to précis the major philo- sophical theses of rational humanism and Neo - Thomism , and , then , to re- view the implications of rational humanism and Neo - Thomism for education .
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Contents
Major Controversies over the Social Studies | 1 |
NeoThomism and Rational Humanism | 16 |
Thesis Abstracts | 58 |
Copyright | |
11 other sections not shown
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achievement activity Adler administration American analysis Association basic become behavior child client concerned considered counseling course culture curriculum delinquent dents determine difficulty direct discussion effective example experience fact faculty field function given grade guidance human important indicated individual institutions intellectual interest Jewish Jews knowledge lawyer learning living materials matter means measures ment method nature needs organization person philosophy physical political possible practice present principles problem Professor pupils question rational reason relation relationship responsibility sample scores situation skills social studies society speed student Table teachers teaching theory thought tion understanding United University values York young
Bibliographic information
| Title | Harvard Educational Review, Volume 19 Harvard Educational Review, Harvard University. Graduate School of Education |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1970 |
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