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Memory must therefore contain items Post Date: Mon, 11 Aug 2008 12:54:36 +0000 What do you know about equilateral triangles? What do you know about lines that are perpendicular to parallel lines? These are examples of questions which were asked with a view to helping students to classify knowledge. Furthermore, the classification must evidently not be too rigid, else the proposition which is needed now to illuminate the discussion from the point of view of the size of angles will not be available later when the same fundamental fact is needed in connection with the dis- cussion of areas. Memory must therefore contain items classified in a variety of ways. Autor of the post: Undefined To a well-ordered body Post Date: Mon, 11 Aug 2008 12:36:21 +0000 When the student goes back into his store of experiences, he must find there many propositions ready for use in many different connections. To such a flexible memory there can be no objection. To a well-ordered body of knowledge, especially if it is well- ordered in many different directions, there can be no ob- jection. Autor of the post: Undefined The problem of modern teaching Post Date: Mon, 11 Aug 2008 12:23:31 +0000 From these statements of what is demanded of memory we begin to see how memory should be trained. If one wishes to have his students flexible and ready in ideas, then he must give them that type of memory train- ing which will make them both ready and flexible. The problem of modern teaching is not to discard memory, but rather to train the powers of retention and recall in a better way than formerly. Autor of the post: Undefined It is enough to point Post Date: Mon, 11 Aug 2008 12:07:14 +0000 To object to memory is very short- sighted; to improve memory is rational. We shall come back to this problem later. It is enough to point out here that ideas must be put into the mind with their possible relationships clearly recognized if these relationships are at some later day to be used productively in calling out Jthe ideas. Autor of the post: Undefined If ordinary school training does Post Date: Mon, 11 Aug 2008 11:54:32 +0000 It is therefore important, when an idea is given, so to store it up in the mind that it shall be flexible and ready. One is tempted even at this stage of the discussion to point out that much of what has been said about the doctrine of formal discipline has been utterly at sea because it has not been based on this conception of the way in which ideas ought to be given. If ordinary school training does not transfer from one field of experience to another, this is not due to the inability of the human mind to transfer its training. Autor of the post: Undefined Knowledge that does not transfer Post Date: Mon, 11 Aug 2008 11:40:58 +0000 The lack of transfer is in many cases due to the clumsy, stereotyped way in which ideas were put into the mind. The absence of general ideas and general habits of thought resulting from school work is due to poor teaching rather than to any limitations of the mind. Knowledge that does not transfer is inflexible and inert. Autor of the post: Undefined This matter will be fully Post Date: Mon, 11 Aug 2008 11:30:28 +0000 It is badly remembered and was badly acquired. It shows that the mind is capable of taking in highly spe- cialized ideas ; it does not show that the mind is incapable of generalized experience, for generalization is seen to be dependent on the arrangement or organization of experi- ences. This matter will be fully discussed in a later chapter where the problem of organizing all experience so as to facilitate transfer will be the topic under discussion. Autor of the post: Undefined Reasoning in- volves memory Post Date: Mon, 11 Aug 2008 11:12:25 +0000 This discussion brings us to a consideration of the psychology of reasoning processes. Reasoning is the re- arrangement and recombination of ideas. Reasoning in- volves memory and classification of experiences and the combining of the experiences which belong together in leading to a definite conclusion. Autor of the post: Undefined The various facts which must Post Date: Mon, 11 Aug 2008 10:54:33 +0000 The process of thus organizing and recombining experiences is one of the most important and, at the same time, one of the most baffling for the teacher to induce in a student. There is no specific rule which can be followed in cultivating the reasoning powers. The various facts which must ultimately be fitted together come up in one mind in one order, in another mind in a different order. Autor of the post: Undefined The teacher must stimulate Post Date: Mon, 11 Aug 2008 10:35:18 +0000 Often the needed fact is coupled in memory with irrelevant facts. These irrelevant facts must be rejected, and the useful facts must be recognized and held in mind until the whole fabric of the reasoning processes is woven together in a complex pattern. The teacher must stimulate to continued effort, must guide in the selection and rejection of elements, must point out that the selection of elements depends on the end sought. 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