principles of teaching in secondary education

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Purchase of this book includes free trial access to where you can read more than a million books for free. This is an OCR edition with typos. Excerpt from book: In the present section we have endeavored merely to give a general statement of the principles of association and dissociation. In subsequent chapters we shall see how most of our teaching involves an application of these principles. In the study of the recitation mode we shall find that both memory-forming and habit-forming are essentially types of simple association. In the discussion of the problematic mode it will appear that the finding-out problem and the thinking-out problem are based upon simple association and association after disjunction respectively. The teaching of appreciation, as we shall see, must recognize the association of feelings with ideas, and the importance and conditions of the control of such associations. In the expression-application mode and the laboratory mode, various applications are made of all the laws of association and dissociation. To no inconsiderable degree, the problem of the succeeding section is related to that of the present one. 5. The Transfer Of Acquired Efficiency The Basal Principle in Transferrence.—Until comparatively recently it was imagined by many that the mind consists of certain general powers Or faculties, such as memory, reasoning, and imagination, and that the training of one of these faculties upon one form of content would constitute a training of it for other more or less dissimilar content. For example, it was thought that the training of the reasoning power in geometry would effect its training for science or history or even for the every-day reasoning of the commercial world. In a similar way, examples of supposed transferrence of training might be multiplied: perception of Latin verb endings leading to perception of characteristics, memory for German genders leading to memory for historical chronology, imaginat...
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