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 95
... philosophy of education sometimes concentrates so one - sidedly on pragmatism or instrumentalism vs. Neo - Thomism . Reading a certain type of article , one could almost come to the conclusion that some great philosophic traditions ...
... philosophy of education sometimes concentrates so one - sidedly on pragmatism or instrumentalism vs. Neo - Thomism . Reading a certain type of article , one could almost come to the conclusion that some great philosophic traditions ...
Page 96
... philosophy any longer , instrumentalism in the various forms in which it is understood has become the accepted , traditional philosophy and must now , unhappily , look to the defense of its position . It may well be that the weakness in ...
... philosophy any longer , instrumentalism in the various forms in which it is understood has become the accepted , traditional philosophy and must now , unhappily , look to the defense of its position . It may well be that the weakness in ...
Page 390
... philosophy . " It is distinctly a genuine philosophical work . The fact is worth mentioning since there are still courses in Philosophy of Education that are essentially conglomerations of fragments of sociology , psychology , economics ...
... philosophy . " It is distinctly a genuine philosophical work . The fact is worth mentioning since there are still courses in Philosophy of Education that are essentially conglomerations of fragments of sociology , psychology , economics ...
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 |