In one sense, it is a matter of indifference by what
psychological means the subject matter for reflection is
provided. Memory, observation, reading, communication, are all
avenues for supplying data. The relative proportion to be
obtained from each is a matter of the specific features of the
particular problem in hand. It is foolish to insist upon
observation of objects presented to the senses if the student is
so familiar with the objects that he could just as well recall
the facts independently. It is possible to induce undue and
crippling dependence upon sense-presentations. No one can carry
around with him a museum of all the things whose properties will
assist the conduct of thought. A well-trained mind is one that
has a maximum of resources behind it, so to speak, and that is
accustomed to go over its past experiences to see what they
yield. On the other hand, a quality or relation of even a
familiar object may previously have been passed over, and be just
the fact that is helpful in dealing with the question. In this
case direct observation is called for. The same principle
applies to the use to be made of observation on one hand and of
reading and "telling" on the other. Direct observation is
naturally more vivid and vital. But it has its limitations; and
in any case it is a necessary part of education that one should
acquire the ability to supplement the narrowness of his
immediately personal experiences by utilizing the experiences of
others.
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