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Updated: July 14, 2025
The natural sciences are perhaps the best examples of concept-building from concrete materials, advancing regularly through a series of concepts from the individuals and species to the most general classes of plants, animals, etc. In chemistry and physics the laws and general principles are based on substances, experiments, and processes observable by the senses.
The process of induction or concept-building leads the mind, as above indicated, through a series of different acts. We may first observe how far the mind is unnaturally inclined to follow this process, and whether it is a mark of healthy mental action in children and in adults. Later we may examine more closely the successive stages in the process itself.
By way of further illustration, try to explain to children, who have never heard of them before, the egg-plant, palm-tree, cactus, etc. It would be of interest to inquire into the process of concept-building in each of the school studies, where it appears under quite varying forms.
On a still higher plane, the difference between a careless, loose observer and a well-trained scientific thinker is largely a difference in accuracy, in inductive and deductive processes. The important thing for the teacher to determine is whether this inductive or concept-building tendency furnishes any solid ground upon which to base the work of instruction.
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