Harvard Educational Review, Volume 13Howard Eugene Wilson Harvard University, 1943 "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 140
... democracy and education . But how are democracy and education connected : what is their systematic relation to one another ? Three modes of answering this question are possible : a . Education ranks outside of the concrete scheme of ...
... democracy and education . But how are democracy and education connected : what is their systematic relation to one another ? Three modes of answering this question are possible : a . Education ranks outside of the concrete scheme of ...
Page 141
... democracy . This opin- ion could be sustained if it were possible to show that democracy actually incorporates education as an independent value along with liberty , equal- ity , and fraternity . This , however , is not the case ...
... democracy . This opin- ion could be sustained if it were possible to show that democracy actually incorporates education as an independent value along with liberty , equal- ity , and fraternity . This , however , is not the case ...
Page 142
... democracy , the fact that democracy chooses education as its specific means may throw some light on the nature of democratic ends . Education as a means presupposes a definite material concept of democracy ; democracy is conceived of as ...
... democracy , the fact that democracy chooses education as its specific means may throw some light on the nature of democratic ends . Education as a means presupposes a definite material concept of democracy ; democracy is conceived of as ...
Contents
OCTOBER 1943 No | 4 |
Mankind The Proper Study of 918 | 9 |
BODDE DERK 127139 Comenius 1924 FULLER EDGAR 2539 | 25 |
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activity answer become called child China Chinese College Committee compared concept concerned course cultural democracy desirable direction discussion effective English experiment fact field foreign function gain German give given Harvard High School higher human important indicated individual institutions interest Latin American Latin American music learning less literature living material matter means method mind motivation nature objectives organization period planning political possible practical present principles problem pupils questions reason recordings reference regard relations responsibility result schools score significant social society Spanish statement teacher teaching textbook things thinking tion understanding United University whole York
Bibliographic information
| Title | Harvard Educational Review, Volume 13 Harvard Educational Review, Harvard University. Graduate School of Education |
| Editor | Howard Eugene Wilson |
| Contributor | Harvard University. Graduate School of Education |
| Publisher | Harvard University, 1943 |
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