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 144
... knowledge ; the principles serving as guides to enquiry are not considered as objects of enquiry themselves . Fluid enquiry , on the other hand , involves the invention of new conceptions and of tests to validate these conceptions . The ...
... knowledge ; the principles serving as guides to enquiry are not considered as objects of enquiry themselves . Fluid enquiry , on the other hand , involves the invention of new conceptions and of tests to validate these conceptions . The ...
Page 319
... knowledge . Society , then , serves knowledge . 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 ...
... knowledge . Society , then , serves knowledge . 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 ...
Page 323
... knowledge and action , then , are offered in the parallel nature of interactional sociology and existentialism.13 Empirical theory need not suffer . It must still be the sociol- ogist's major concern ( for without knowledge , man may ...
... knowledge and action , then , are offered in the parallel nature of interactional sociology and existentialism.13 Empirical theory need not suffer . It must still be the sociol- ogist's major concern ( for without knowledge , man may ...
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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