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 103
... method . He may learn them by using the Socratic method . But to use it is hardly to have someone teach toward you with it . What would one teach by the Socratic method ? Socrates did not teach anything unless one can say Socrates ...
... method . He may learn them by using the Socratic method . But to use it is hardly to have someone teach toward you with it . What would one teach by the Socratic method ? Socrates did not teach anything unless one can say Socrates ...
Page 384
... method of inquiry after truth may prove to be an effective method of teaching . Fur- thermore , there is good reason for think- ing that Plato used one of the forms of “ dialectic ” as a technique for leading a student to the truth and ...
... method of inquiry after truth may prove to be an effective method of teaching . Fur- thermore , there is good reason for think- ing that Plato used one of the forms of “ dialectic ” as a technique for leading a student to the truth and ...
Page 489
... method . As Ernest Nagel has pointed out , any two inquiries will exhibit identifiable and important differences ; and it is possible to argue from these differences to the conclusion that in pursuing their objectives the sciences em ...
... method . As Ernest Nagel has pointed out , any two inquiries will exhibit identifiable and important differences ; and it is possible to argue from these differences to the conclusion that in pursuing their objectives the sciences em ...
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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