Harvard Educational Review, Volume 14Howard Eugene Wilson Harvard University, 1944 "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 18
... camps.1 VI In the beginning , such work should be attempted in only two or three camps or parts of camps , used as experimental stations . Methods and results of one camp should be compared with the others . These stations would not ...
... camps.1 VI In the beginning , such work should be attempted in only two or three camps or parts of camps , used as experimental stations . Methods and results of one camp should be compared with the others . These stations would not ...
Page 182
... camps agencies of realistic and effective education . This evaluation of German ex- perience with work camps by the Associate Secretary of the Work Camp Com- mittee of the American Friends Service Committee is timely and significant . I ...
... camps agencies of realistic and effective education . This evaluation of German ex- perience with work camps by the Associate Secretary of the Work Camp Com- mittee of the American Friends Service Committee is timely and significant . I ...
Page 183
... camps than Germany . There , within the last twenty years , we find the different varieties of camps and can observe how they came into being , bore fruit in one way or another , and were discontinued or absorbed by some other ...
... camps than Germany . There , within the last twenty years , we find the different varieties of camps and can observe how they came into being , bore fruit in one way or another , and were discontinued or absorbed by some other ...
Contents
JANUARY 1944 No | 1 |
MARCH 1944 No | 2 |
Observation and Reëducation of German | 12 |
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activities adult American history anxiety Association attitude toward Hitler basic Black Legend camps cation Center citizens Civic Fellowships classroom Committee coöperation courses cultural curriculum democracy democratic discussion economic educa elementary English experience fact federal field German grade graduate Harvard University high school Hitler human I. A. Richards important individual institutions instruction interest John Dewey junior college knowledge L. L. Thurstone labor service language Latin American Latin American music learning liberal arts liberal education living means ment methods military modern Navy Nazi O. H. Mowrer officers organization persons philosophy political possible postwar practice pre-test present prisoners prisoners of war problems pupils recordings reëducation responsibility score semantics significant Smith social studies statement teacher teaching materials tion tional Ulich understanding United veterans vocational Wealth of Nations York youth