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 36
... critical thinking , as measured by high gains in scores on the Inventory of Beliefs , Critical Thinking in the Natural Sciences , and Critical Thinking in the Social Sciences , have particular characteristics which help to maximize ...
... critical thinking , as measured by high gains in scores on the Inventory of Beliefs , Critical Thinking in the Natural Sciences , and Critical Thinking in the Social Sciences , have particular characteristics which help to maximize ...
Page 222
... critical at any price , " against " the trained but irresponsible intellect . " Our present - day civilization , he contends , " may fail because of the glorification of the critical attitude which , if accepted by young and old , leads ...
... critical at any price , " against " the trained but irresponsible intellect . " Our present - day civilization , he contends , " may fail because of the glorification of the critical attitude which , if accepted by young and old , leads ...
Page 272
... critical of Maka- renko's tendency to undervalue the ele- ment of individuality within personal- ity . " Individuality , for Makarenko , was an irregularity in the collective life , caused by a disruption of the normal human state ...
... critical of Maka- renko's tendency to undervalue the ele- ment of individuality within personal- ity . " Individuality , for Makarenko , was an irregularity in the collective life , caused by a disruption of the normal human state ...
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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