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Updated: June 3, 2025
Further, to assert that there is one type of education equally suited to train and to develop the reason-activity of the individual in every direction is to neglect the fact that individuals differ in innate capacity.
In early life, the instincts of curiosity, of imitation, of emulation, and the various forms of the play instinct are ever inciting the child to action, and ever evoking his reason-activity to acquire new experiences which shall function in the more efficient performance of future action.
The "Gifts" and the "Occupations" are correlative methods, the one concerned with the taking in, the other with the outward expression of the same experience, and throughout either aspect of the process the reason-activity of the child must be evoked both in the acquisition and in the expression of the new experience.
The evolution of intelligence in man is the evolution of this reason-activity to the attainment of new and more complex theoretical and practical ends or interests. At an early stage the systems of knowledge established are for the attainment of the relatively simple needs of life, and are composed of perceptual and imagined elements.
The end of education is, as we have seen, the securing of the future social efficiency of the rising generation, and the method in every case is through the evoking of the reason-activity of the individual to organise and establish in the minds of the young and immature, systems of ideas which will hereafter function as means in the attainment of ends of definite social worth.
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