Harvard Educational Review, Volume 10Howard Eugene Wilson Harvard University, 1940 "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 101
... experience . On the contrary , since they specify desired patterns of behavior , they are much more effective in guiding and enhancing experience than such amorphous instrumentalist virtues as single - mindedness , open - mindedness ...
... experience . On the contrary , since they specify desired patterns of behavior , they are much more effective in guiding and enhancing experience than such amorphous instrumentalist virtues as single - mindedness , open - mindedness ...
Page 102
... experience is fruitful inasmuch as the desired outcomes emerge from it . Any scheme of education that regards ... Experience , according to Dewey , is an active - passive affair in which something is done and something is undergone in ...
... experience is fruitful inasmuch as the desired outcomes emerge from it . Any scheme of education that regards ... Experience , according to Dewey , is an active - passive affair in which something is done and something is undergone in ...
Page 485
... experience " English . Here a useful , acceptable experience is recognized , and all others discarded as " not experience . " Life situations in which language plays a large and obvious role are frequently used as models for " experience ...
... experience " English . Here a useful , acceptable experience is recognized , and all others discarded as " not experience . " Life situations in which language plays a large and obvious role are frequently used as models for " experience ...
Contents
JANUARY 1940 No | 1 |
HALL FRANCES LABELLE 382383 | 7 |
BOGOSLOVSKY BORIS B 390393 | 48 |
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ability accepted achievement action activities administration American attitude become chapter concerned course cultural democracy desirable direction discussion economic effective examination example experience fact factors field function give given grade graduate hand higher human ideas important increase individual institutions instruction interest knowledge learning less living material matter means measure method mind nature Negro objective organization period philosophy political possible practical preparation present principles problems professional pupils question reading reason relation responsibility secondary seems selection situation social society suggestions teachers teaching tests thinking thought tion understanding United University vocational whole York young
Bibliographic information
| Title | Harvard Educational Review, Volume 10 |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1940 |
| Original from | the University of Michigan |
| Digitized | 2 Oct 2009 |
| Export Citation | BiBTeX EndNote RefMan |