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 45
... mind of the good teacher forms the bridge be- tween two accepted principles of teaching . The first of these prin- ciples is that the teacher needs to have an imaginative and creative mind as well as a store of knowledge . It is ...
... mind of the good teacher forms the bridge be- tween two accepted principles of teaching . The first of these prin- ciples is that the teacher needs to have an imaginative and creative mind as well as a store of knowledge . It is ...
Page 46
... mind which is both habitual and genuine . It is this attitude which will be felt and which will inspire the creative recep- tion of knowledge . Some systems of instruction lend themselves better than others to the creative interchange ...
... mind which is both habitual and genuine . It is this attitude which will be felt and which will inspire the creative recep- tion of knowledge . Some systems of instruction lend themselves better than others to the creative interchange ...
Page 441
... mind , and society in terms of matter , motion , and force . ' Hence , life , mind , and society are treated as stages of increasing complexity in phenomena of the same kind . . . . A further comment of Sorley's® on Spencer's failure to ...
... mind , and society in terms of matter , motion , and force . ' Hence , life , mind , and society are treated as stages of increasing complexity in phenomena of the same kind . . . . A further comment of Sorley's® on Spencer's failure to ...
Contents
BALLOU RICHARD BOYD 300308 | 5 |
HALL FRANCES LABELLE 382383 | 7 |
BLOS PETER 499501 | 48 |
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ability achievement activities administration American attitude cent chapter classroom Codex Theodosianus concepts course cultural curriculum democracy democratic denarii Diocletian discussion economic examination experience fact factors field function grade Graduate School haptic Harvard Harvard University Herbert Spencer high school human I. A. Richards ideas important increase individual institutions instruction intellectual intelligence interest Johann Heinrich Pestalozzi Justinian knowledge labor Latin America liberal arts colleges material means ment mental method Missouri modern National nature Negro Neo-Thomism organization Pan-Americanism philosophy political practical present principles private schools problems procedures professional Professor public schools pupils purpose question reading relations School of Education secondary schools selection semantic social Spencer teachers teaching Tertullian tests Thomist tion trends Ulich understanding United University vocational words writing York youth