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 73
... practice concerning these professions has followed Smith at some points and failed to follow him at others . For ... practice in the education of lawyers and physicians cannot be examined here ; but it is cer- tain that the effects of ...
... practice concerning these professions has followed Smith at some points and failed to follow him at others . For ... practice in the education of lawyers and physicians cannot be examined here ; but it is cer- tain that the effects of ...
Page 121
... practice brought inseparably together . Although set forth in different terms , the junior college subscribes to Dr. Arthur E. Morgan's philosophy expressed in the Antioch Notes ( Oct. 1 , 1939 ) , " Energy is generated for use ; and ...
... practice brought inseparably together . Although set forth in different terms , the junior college subscribes to Dr. Arthur E. Morgan's philosophy expressed in the Antioch Notes ( Oct. 1 , 1939 ) , " Energy is generated for use ; and ...
Page 170
... practice is found lies between three and twenty . Other studies indicate that the spread of the new practices which are labeled as " soft pedagogy " or as " progressive education " is limited . Few of the schools in the United States ...
... practice is found lies between three and twenty . Other studies indicate that the spread of the new practices which are labeled as " soft pedagogy " or as " progressive education " is limited . Few of the schools in the United States ...
Contents
JANUARY 1944 No | 1 |
MARCH 1944 No | 2 |
Observation and Reëducation of German | 12 |
15 other sections not shown
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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