Harry S Broudy
Biographic Data
| ID | 1008790 |
|---|---|
| NAME | Harry S Broudy |
| GIVEN NAMES | Harry S |
| FAMILY NAME | Broudy |
| SIGNATURE | BROUDY H S |
| AFFILIATIONS | University of Illinois System |
| VERIFIED | No |
| TOTAL WORKS | 28 |
| TOTAL CITATIONS | 20 |
| AUTHOR COUNT | 28 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1941 |
| LATEST PUBLICATION YEAR | 1989 |
| H-INDEX | 3 |
The Uses of Schooling
Federal Intervention in Education
The Demand for Accountability
Needs Assessment and the Curriculum
In looking over the topics for these meetings, one finds three classes of needs: student needs, society's needs (local and world), and teachers' needs. In addition, there are meetings devoted to the needs of preadolescents and of adolescents, and to determining the special needs of today's Canadian children and young people. There are, of course, many other variations in the matter of needs. Needs change with time; needs vary with the views of th…
Reply to L. J. Waks
What schools should and should not teach
Each generation anticipating the problems facing its children asks what the schools should and should not teach. Each generation finds that various constituencies served by the schools claim a right to participate in answering the question. The result is an uneasy compromise among conflicting claims, which the school transfers, as best it can, into a curriculum. This centennial celebration provides an especially fitting time to reexamine the role…
Research into Imagic Association and Cognitive Interpretation
Preview this article: Research into Imagic Association and Cognitive Interpretation, Page 1 of 1 /docserver/preview/fulltext/rte/7/2/researchintheteachingofenglish20124-1.gif
Design in Liberal Learning
Philosophy of Education
Exemplars of Teaching Method
Replies
Criteria for the Professional Preparation of Teachers
Professor Kircher, utopianism, and learnability
To regain educational leadership
The Education of Teachers of Teachers
The Language of Education
Abstracts of Recent Addresses
An Introduction to the Philosophy of Education
Toward a Reconstructed Philosophy of Education
On Authority and Revelation. The Book on Adler, or a Cycle of Ethico- Religious Essays
Introducing Students of Education to Psychology
Building a Philosophy of Education
The Mind of Kierkegaard
Building a Philosophy of Education
Kierkegaard's Philosophy of Religion
Exemplars of Teaching Method
Toward a Reconstructed Philosophy of Education
An Introduction to the Philosophy of Education
The Demand for Accountability
Reply to L. J. Waks
Criteria for the Professional Preparation of Teachers
Building a Philosophy of Education
Disinterested Curiosity and Social Concern
Kierkegaard's Levels of Existence
Kierkegaard's Levels of Existence
Disinterested Curiosity and Social Concern
Works of Love
Kierkegaard's Philosophy of Religion
Building a Philosophy of Education
The Mind of Kierkegaard
Building a Philosophy of Education
On Authority and Revelation. The Book on Adler, or a Cycle of Ethico- Religious Essays
Introducing Students of Education to Psychology
Toward a Reconstructed Philosophy of Education
An Introduction to the Philosophy of Education
Abstracts of Recent Addresses
The Language of Education
To regain educational leadership
The Education of Teachers of Teachers
Professor Kircher, utopianism, and learnability
Criteria for the Professional Preparation of Teachers
Exemplars of Teaching Method
Replies
Philosophy of Education
Design in Liberal Learning
Research into Imagic Association and Cognitive Interpretation
Preview this article: Research into Imagic Association and Cognitive Interpretation, Page 1 of 1 /docserver/preview/fulltext/rte/7/2/researchintheteachingofenglish20124-1.gif
Needs Assessment and the Curriculum
In looking over the topics for these meetings, one finds three classes of needs: student needs, society's needs (local and world), and teachers' needs. In addition, there are meetings devoted to the needs of preadolescents and of adolescents, and to determining the special needs of today's Canadian children and young people. There are, of course, many other variations in the matter of needs. Needs change with time; needs vary with the views of th…
Reply to L. J. Waks
What schools should and should not teach
Each generation anticipating the problems facing its children asks what the schools should and should not teach. Each generation finds that various constituencies served by the schools claim a right to participate in answering the question. The result is an uneasy compromise among conflicting claims, which the school transfers, as best it can, into a curriculum. This centennial celebration provides an especially fitting time to reexamine the role…
Psychology (20 works) · Pedagogy (14 works) · Sociology (14 works) · Philosophy (12 works) · Mathematics education (11 works) · Philosophy (11 works) · Political science (10 works) · Epistemology (9 works) · Education and Critical Thinking Development (6 works) · Higher education (5 works)