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 231
... theory " philosophical " rather than “ educational . " Between a theory of education and a philosophy - the analytic and speculative thought which would clarify , justify , and explain its recommendations and statements of fact —there ...
... theory " philosophical " rather than “ educational . " Between a theory of education and a philosophy - the analytic and speculative thought which would clarify , justify , and explain its recommendations and statements of fact —there ...
Page 233
... theory of education to philosophy , or philosophy to theory of education . Propinquity to an extreme preferred does not , of course , provide a sufficient condition for the excellence of the book judged ; the latter may be poorly ...
... theory of education to philosophy , or philosophy to theory of education . Propinquity to an extreme preferred does not , of course , provide a sufficient condition for the excellence of the book judged ; the latter may be poorly ...
Page 319
... theory ( and it is this theory which would underlie the educator's " applied science " ) ; throughout his discussion Popper is com- mitted to " knowledge . " But normative theory , generally speaking , is com- mitted to social change ...
... theory ( and it is this theory which would underlie the educator's " applied science " ) ; throughout his discussion Popper is com- mitted to " knowledge . " But normative theory , generally speaking , is com- mitted to social change ...
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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