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 10
... ideas . Frontier conditions prevailed for more than a century and thus vitally affected our national ideas of democracy . Alongside the influence of the frontier we find a similar and an even more lasting influence working for democracy ...
... ideas . Frontier conditions prevailed for more than a century and thus vitally affected our national ideas of democracy . Alongside the influence of the frontier we find a similar and an even more lasting influence working for democracy ...
Page 31
... ideas ' — that is to say , ideas that are merely received into the mind without being utilized , or tested , or thrown into fresh combinations . " In discussing the need for " self - education , " or active participation by the learner ...
... ideas ' — that is to say , ideas that are merely received into the mind without being utilized , or tested , or thrown into fresh combinations . " In discussing the need for " self - education , " or active participation by the learner ...
Page 34
... ideas may not matter , but that they should be discouraged from having ideas matters greatly . It is the teacher's task to establish a basis of communication between himself and his students which will lead them to the only type of ...
... ideas may not matter , but that they should be discouraged from having ideas matters greatly . It is the teacher's task to establish a basis of communication between himself and his students which will lead them to the only type of ...
Contents
JANUARY 1940 No | 1 |
HALL FRANCES LABELLE 382383 | 7 |
BOGOSLOVSKY BORIS B 390393 | 48 |
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Common terms and phrases
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 |