Structure & Growth of the Mind (Paperback)


This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1907. Excerpt: ... xvi. 2. knowledge. Such a condition is common enough, and is due to the exaggeration of one aim and means of education over another, which ought to be its complement. One aim of education is to give knowledge, and it may be done without calling for much effort from the learner. Though he may sometimes learn to understand a subject as well as one whose mind has been disciplined in it, he has not the same interest in attacking new problems, nor even in adding to his knowledge. With the opposite mistake there is the same defect of interest. It is the mistake of those who think little of knowledge as an aim in education, and much of 'training the mind, ' or 'sharpening wits." They emphasise the formal studies--mathematics and language--as disciplines for the purpose; I have even seen the claims of chess recommended for a place in a school curriculum. This aim of skill or cleverness can also be realised, though not as if one kind of mental gymnastic gave skill in all thinking (xvii.), nor as if cleverness can be very clever without material, that is to say, without knowledge. 3. (ii.) After dealing with our aesthetic sense or aesthetic understanding, I mentioned the defect that is commonly denounced under the name of intellectualism (viii. 11). It is with this that I shall preface the consideration of our disposition or emotional character. The defect belongs equally to our moral sense. It occurs when our sense of beauty, or our sense of right conduct, rests on rule, type, or other product of mere understanding, and not on the experience from which the truth of this knowledge must profess to be derived. So far as our sense of beauty and our sense of right pass judgment in this way, they are merely intellectual. They are intellectual senses when they jud...

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This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1907. Excerpt: ... xvi. 2. knowledge. Such a condition is common enough, and is due to the exaggeration of one aim and means of education over another, which ought to be its complement. One aim of education is to give knowledge, and it may be done without calling for much effort from the learner. Though he may sometimes learn to understand a subject as well as one whose mind has been disciplined in it, he has not the same interest in attacking new problems, nor even in adding to his knowledge. With the opposite mistake there is the same defect of interest. It is the mistake of those who think little of knowledge as an aim in education, and much of 'training the mind, ' or 'sharpening wits." They emphasise the formal studies--mathematics and language--as disciplines for the purpose; I have even seen the claims of chess recommended for a place in a school curriculum. This aim of skill or cleverness can also be realised, though not as if one kind of mental gymnastic gave skill in all thinking (xvii.), nor as if cleverness can be very clever without material, that is to say, without knowledge. 3. (ii.) After dealing with our aesthetic sense or aesthetic understanding, I mentioned the defect that is commonly denounced under the name of intellectualism (viii. 11). It is with this that I shall preface the consideration of our disposition or emotional character. The defect belongs equally to our moral sense. It occurs when our sense of beauty, or our sense of right conduct, rests on rule, type, or other product of mere understanding, and not on the experience from which the truth of this knowledge must profess to be derived. So far as our sense of beauty and our sense of right pass judgment in this way, they are merely intellectual. They are intellectual senses when they jud...

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Product Details

General

Imprint

General Books LLC

Country of origin

United States

Release date

February 2012

Availability

Supplier out of stock. If you add this item to your wish list we will let you know when it becomes available.

First published

February 2012

Authors

Dimensions

246 x 189 x 10mm (L x W x T)

Format

Paperback - Trade

Pages

188

ISBN-13

978-1-151-23850-4

Barcode

9781151238504

Categories

LSN

1-151-23850-3



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