Harvard Educational Review, Volume 33Howard Eugene Wilson Harvard University, 1963 "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 96
... Socratic Teaching ? It is not difficult nowadays to run into a claim that such and such teaching method follows the principles implicit in the method of Socrates . Perhaps the most recent group addicted to making such claims are the ...
... Socratic Teaching ? It is not difficult nowadays to run into a claim that such and such teaching method follows the principles implicit in the method of Socrates . Perhaps the most recent group addicted to making such claims are the ...
Page 99
... Socrates is much impressed with the knowledge of a man who can so nicely distinguish between piety and impiety that he can prosecute his father piously . Socrates begins his inquiry by a straightforward request for definition . " And ...
... Socrates is much impressed with the knowledge of a man who can so nicely distinguish between piety and impiety that he can prosecute his father piously . Socrates begins his inquiry by a straightforward request for definition . " And ...
Page 102
... Socrates is not . How much less is a Socratic response available to a programmed text ! We need not return to our Socratic dialogue to trace in detail the results of Socrates ' inquiry with Euthyphro . Several results of the dialogue ...
... Socrates is not . How much less is a Socratic response available to a programmed text ! We need not return to our Socratic dialogue to trace in detail the results of Socrates ' inquiry with Euthyphro . Several results of the dialogue ...
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A. H. Halsey ability academic activities administration American analysis arts Asa Messer authors basic behavior borrower Brown Brown University cation child classroom concept concerned Court criteria critical culture desegregation discussion educa educational aspiration effective establishment clause Euthyphro evaluation fact faculty Federal function funds graduate HARVARD EDUCATIONAL REVIEW Harvard University high school higher education Horace Mann ibid important individual institutions interest issue language learning loan program means ment method moral normative parochial schools payment philosophy of education political practice present Press problems procedures Professor programmed instruction psychology question rate schedule reinforcement relationship relevant religious repayment response role Section 305 social society sociologist sociology Socrates Socratic method STANFORD STANFORD UNIVERSITY stimuli structure suggest supplementary rates taxable income teacher teaching theory tion tional Ulich Univ University York