Harvard Educational Review, Volume 27Howard Eugene Wilson Harvard University, 1957 "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 38
... theory has been broad and far - reaching . His attack upon traditional educational theory led to an entirely new approach to the problems of the field . The broad aspects of this new approach are well known . Perhaps the greatest single ...
... theory has been broad and far - reaching . His attack upon traditional educational theory led to an entirely new approach to the problems of the field . The broad aspects of this new approach are well known . Perhaps the greatest single ...
Page 39
... theory of methodology . And the concept of need became increasingly important as an approach to the entire educational scheme . Dewey had made a clear and concise formulation of his doctrine of interest and effort at the turn of the ...
... theory of methodology . And the concept of need became increasingly important as an approach to the entire educational scheme . Dewey had made a clear and concise formulation of his doctrine of interest and effort at the turn of the ...
Page 72
... theory of value claim - no single theory adequately organizes them all , then does it follow that theory of value and ethics have no subject matter , no proper aims , and are not genuine fields of inquiry ? The answer appears to me to ...
... theory of value claim - no single theory adequately organizes them all , then does it follow that theory of value and ethics have no subject matter , no proper aims , and are not genuine fields of inquiry ? The answer appears to me to ...
Contents
The Enlightenment | 9 |
Academic Freedom | 28 |
The Concept of Need and | 38 |
3 other sections not shown
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Achertes activities American education analysis answer attendance attitude basic Bay City behavior cation church classroom Collar Communist concept of need concerned conflict creativity culture curriculum Dewey educa educational institution educational research effect empiricism ethical existentialist experience freedom function group dynamics HARVARD EDUCATIONAL REVIEW high school human Ibid important individual issue Jaurès Jean Jaurès John Dewey knowledge learning LIBRARIES STANFORD UNIVERSITY ment method moral movement norms Nudstets organization parochial schools philosophy of education political possible present problems Process and Reality Progressive Education Psychol psychological public schools punchboard pupils question reinforcement relation religious response ritual school system social science social studies Socialist society Soviet Soviet Union specific STANFORD UNIVERSITY STANFORD UNIVERSITY LIBRARIES status tachistoscope teachers teaching devices tekhnikums Ternaps Themes theory tion tional UNIVERSITY LIBRARIES STANFORD validity values Whitehead York