Harvard Educational Review, Volume 33"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 144
24 ) in which contemporary and temporary constructions of scientific knowledge are conveyed as empirical or literal . These conceptual components are very often viewed as " end products , " while their role in science is seldom given ...
24 ) in which contemporary and temporary constructions of scientific knowledge are conveyed as empirical or literal . These conceptual components are very often viewed as " end products , " while their role in science is seldom given ...
Page 319
But social action would require that knowledge serve society and man . Popper holds knowledge as the final end ; a social action approach holds man and society . Popper fails to move from empirical theory to a demand for normative ...
But social action would require that knowledge serve society and man . Popper holds knowledge as the final end ; a social action approach holds man and society . Popper fails to move from empirical theory to a demand for normative ...
Page 479
The knowledge derived will pertain not only to the specific subject matter used as a means of attaining knowledge , but to analogous situations as well . We assume that there will be a transfer of learning to other situations .
The knowledge derived will pertain not only to the specific subject matter used as a means of attaining knowledge , but to analogous situations as well . We assume that there will be a transfer of learning to other situations .
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