Harvard Educational Review, Volume 36Howard Eugene Wilson Harvard University, 1966 "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 71
... analysis is , Professor Scheffler remarks , “ an im- portant ingredient of educational phi- losophy . " ( p . 1 ) The task of epistemol- ogy is " the logical analysis of knowl- edge , " a phrase which covers the analysis of epistemic ...
... analysis is , Professor Scheffler remarks , “ an im- portant ingredient of educational phi- losophy . " ( p . 1 ) The task of epistemol- ogy is " the logical analysis of knowl- edge , " a phrase which covers the analysis of epistemic ...
Page 73
... analysis of our cognitive vocabulary . Even within the framework of his own method , Scheffler occasionally fails to carry his analysis far enough . For example , in his discussion of " know " and " certain , " Scheffler stresses the ...
... analysis of our cognitive vocabulary . Even within the framework of his own method , Scheffler occasionally fails to carry his analysis far enough . For example , in his discussion of " know " and " certain , " Scheffler stresses the ...
Page 258
... analysis and “ normative philosophy " are far from being mutually exclusive . Often the analysis of implications constitutes the crucial part of giving reasons for or against a value judgment . Strictly speak- ing , this analysis is ...
... analysis and “ normative philosophy " are far from being mutually exclusive . Often the analysis of implications constitutes the crucial part of giving reasons for or against a value judgment . Strictly speak- ing , this analysis is ...
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