The wholes we have in mind are those which
can be almost instantly grasped. Not, for example, an outline of
American history or of the world's history. The choice of suitable
wholes with which to begin is based upon the child's interest and
apperceptive powers.
Having thus examined into the general nature of the inductive process
and the extent of its application to school studies and to other forms
of acquiring knowledge, we are led to a closer practical discussion of
each of the two chief stages of induction: First, _observation or
intuition_; that is, the direct perception through the senses or
through consciousness, of the realities of the external world and of
the mind. Second, association of ideas with a view to generalizing and
_forming concepts_.
_Intuition_[1] implies object lessons in a wide sense. By object
lessons is usually meant things in nature perceived through the senses.
But it is necessary to extend the idea of object lessons beyond the
objects and phenomena of the physical world, to which it has been
usually limited. It includes perception of our own mental states.
These direct experiences of our own inner states are the primary basis
of our understanding of other people's feelings, mental states, and
actions.
Pages:
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
207