Harvard Educational Review, Volume 12Howard Eugene Wilson Harvard University, 1942 "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 2
... practice . We have had long experience with knowledge in the sense of teaching facts about government , but we have ... practice must be had by child- ren , expanding in scope and intensity with the approach to the age of youth and young ...
... practice . We have had long experience with knowledge in the sense of teaching facts about government , but we have ... practice must be had by child- ren , expanding in scope and intensity with the approach to the age of youth and young ...
Page 125
... practice and justifications of economic imperialism , which if not curbed or liquidated , will scotch any progressive world order from its very inception . And on this point , we must not forget that with our dollar diplomacy we ...
... practice and justifications of economic imperialism , which if not curbed or liquidated , will scotch any progressive world order from its very inception . And on this point , we must not forget that with our dollar diplomacy we ...
Page 351
... practice . Sound thinking — that is , thinking fit to serve as the uncritically accepted guide of practice - is not achieved by such " factual " procedures . In addition to their removal from intimate daily contact with all the facts ...
... practice . Sound thinking — that is , thinking fit to serve as the uncritically accepted guide of practice - is not achieved by such " factual " procedures . In addition to their removal from intimate daily contact with all the facts ...
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activities administrators Agassiz American apportioned valuation Assistant Professor Associate basic Belo Horizonte Board boarding school Brazil camp cation cent child cities classroom course cultural curriculum democracy democratic discussion economic educa educational psychology effect equalization experience fact Faculty Instructor Frank Aydelotte Full Professor function give Graduate guidance Hanus Harvard Harvard University high school human ideals important individual institutions instruction interest junior college kalokagathia Kin Hubbard learning liberal living Louis Agassiz Massachusetts means measure ment methods nature Nazis negligent organization Paulo period personality philosophy political practice present principles problems professional promotions psychology rank reimbursement responsibility result São Paulo School District score social society standard score supervision Swarthmore College teacher teaching tion towns Ulich United University values vocational weighted pupil workshop York z Score