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 209
... arts have assumed in American education may provide some clues useful for answering the latter question and an examination of the character of art may help us deal with the former . When the academies arose after the revolution , art ...
... arts have assumed in American education may provide some clues useful for answering the latter question and an examination of the character of art may help us deal with the former . When the academies arose after the revolution , art ...
Page 210
... arts were volunteered for their contribution ; after all who could deny that art made for good citizenship ? And ethical behavior , to this too the arts were well suited . Art was justified because it was said to contribute to almost ...
... arts were volunteered for their contribution ; after all who could deny that art made for good citizenship ? And ethical behavior , to this too the arts were well suited . Art was justified because it was said to contribute to almost ...
Page 215
... art is used that way it ceases to act as art , for in such cases the qualitative is made instrumental , art is made a tool and it is in the nature of art that it can be either a tool or art but not both at the same time . The visual arts ...
... art is used that way it ceases to act as art , for in such cases the qualitative is made instrumental , art is made a tool and it is in the nature of art that it can be either a tool or art but not both at the same time . The visual arts ...
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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