Ontario Normal School Manuals: Science of Education

=Nature of Attention.=--In our study of the principles of general method, it was noted that the mind is able to set up and hold before itself as a problem any partially realized...

=Definition of Instinct.=--In a foregoing section, it was seen that our bodily movements divide into different classes according to their source, or origin. Among them were note...

=Nature of Thinking.=--In the study of general method, as well as in that of the foregoing mental processes, it has been taken for granted that our minds are capable of identify...

=Scope and Purpose of Child Study.=--By child study is meant the observation of the general characteristics and the leading individual differences exhibited by children during t...

The chief office of the teacher, in controlling the pupils' process of learning, being to direct their self-activity in making a selection of ideas from their former knowledge w...

=The Developing Lesson.=--In the various lesson plans already considered, the aim has always appeared as an attempt to direct the learning process so that the pupil may both bui...

=Sensation and Perception Distinguished.=--Sensation and perception are two terms applied usually without much distinction of meaning to our recognition of the world of objects....

=Knowledge Obtained Through Use of Ideas.=--As already noted, the presented problem of a lesson is neither a state of complete knowledge nor a state of complete ignorance. On th...

=Sensuous and Ideal Feeling.=--We have noted (Chapter XXIV), that in addition to the general feeling tone accompanying an act of attention, and already described as a feeling of...

=Relation of Mind to Bodily Organism.=--Notwithstanding the antithesis which has been affirmed to exist between mind and matter, yet a very close relation exists between mind an...

=Nature of Memory.=--Mention has been made of the retentive power of the nervous system, and of a consequent tendency for mental images to revive, or _re-present_, themselves in...

=Importance.=--As a teaching device, questioning must always occupy a place of the highest importance. While it may not be always true that good questioning is synonymous with g...

=Problem, a Motive.=--The foregoing description and examples of the educative process have shown that new knowledge necessarily results whenever the mind faces a difficulty, or...

=Nature of Habit.=--When an action, whether performed under the full direction, or control, of attention and with a sense of effort, or merely as an instinctive or impulsive act...

process as a mode of acquiring knowledge. An examination will show that the deductive process follows the ordinary process of learning, or of selecting certain elements of old k...

=Practical Significance of Knowledge.=--In our consideration of the fourth phase of the learning process, or the law of expression, it is necessary at the outset to recall what...

=Types of Movement.=--Closely associated with the problem of voluntary attention is that of voluntary movement, or control of action. It is an evident fact that the infant can a...

=Nature of Feeling.=--Feeling has already been described (Chapter XIX) as the pleasurable or painful side of any state of consciousness. We may recall how it was there found tha...

=5. Acquired Interest as Motive.=--Finally, in the case of individual pupils, a knowledge of their particular, or special, interests is often a means of awakening in them a feel...

Since the educator aims to direct the development of the child by controlling his reactions upon his physical and social surroundings, we have next to consider the forms under w...

=Valuable Experience: Race Knowledge.=--Since education aims largely to increase the effectiveness of the moral conduct of the child by adding to the value of his experience, th...

mind is faced with a difficulty which demands solution. Take the case of the boy and his lost coin referred to in Chapter II. As he faces the problem, different methods of solut...

=Data of Psychology.=--Throughout the earlier parts of the text, occasional reference has been made to various classes of mental states, and to psychology, as the science which...

Since the school of to-day is organized and supported by the state as a special corporate body designed to carry on the work of education, it becomes of public interest to know...

=Value of Scientific Knowledge.=--In the practice of any intelligent occupation or art, in so far as the practice attains to perfection, there are manifested in the processes ce...

Before passing to a consideration of the various types or classes into which school lessons may be divided, it is necessary to note a certain distinction in the way the mind thi...

=Learning a Unifying Process.=--It has been seen that the learner, in gaining control of new knowledge, must organize into the new experience elements selected from former exper...

=Nature of.=--In our study of the various modes of acquiring individual notions, attention was called to the fact that knowledge of a particular object may be gained through a p...

=What Constitutes a Lesson Problem.=--The foregoing analysis and description of the learning process has shown that the ordinary school lesson is designed to lead the pupil to b...

=Significance of Control.=--From our previous inquiry into the nature of education, we may notice that at least two important problems present themselves for investigation in co...

In many lessons in nature study, elementary science, etc., pupils are led to acquire new knowledge by having placed before them some particular object which they may examine thr...

2. _A Selecting Process._--With this problem as a motive, there takes place within the experience of the individual a selecting of ideas felt to be of value for solving the prob...

which the mind places upon any presentation depends in large measure upon the mind's present content and interest. It is an essential characteristic of mind that it always attem...

As man, in the progress of civilization, became more fully conscious of the worth of human life and of the possibilities of its development through educational effort, the provi...

As further illustrations of an inductive process, the following outlines of lessons might be noted. The processes are outlined according to the formal steps. The student-teacher...

=Meaning of Method.=--In the last Chapter it was seen that, in relation to the child, education involves a gaining of control over experiences. It has been seen further, that th...

MODES OF LEARNING 129 Development of Particular Knowledge 129 Learning through senses 129 Learning through imagination 131 Learning by deduction 133 Examples for study 137 Devel...

FORMS OF LESSON PRESENTATION 106 The Lecture Method 106 The Text-book Method 109 Uses of text-book 111 Abuse of text-book 113 The Developing Method 113 The Objective Method 116...

MEMORY AND APPERCEPTION 282 Distinguished 283 Factors of Memory 284 Conditions of Memory 285 Types of Recall 288 Localization of Time 290 Classification of Memories 290 Memory i...

Acquisition of Particular Knowledge 122 Through senses 122 Through imagination 122 By deduction 123 Acquisition of General Knowledge 124 By conception 124 By induction 125 Appli...

Kirkpatrick Fundamentals of Child Study, Chapter IV. Landon The Principles and Practice of Teaching, Chapter VII. Dewey The School and Society, Part II. Strayer A Brief Course i...

Angell Psychology, Chapters X, XII. Bagley The Educative Process, Chapters IX, X. Betts The Mind and Its Education, Chapter X. Colvin The Learning Process, Chapter XXII. Pillsbu...

Angell Psychology, Chapter III. Bagley The Educative Process, Chapter VII. Betts The Mind and Its Education, Chapter V. Colvin The Learning Process, Chapters III, IV. Thorndike...

THINKING 304 Conception 305 Factors in concept 309 Aims of conceptual lessons 310 The definition 313 Judgment 315 Errors in judgment 317 Reasoning 320 Deduction 320 Induction 32...

Bagley The Educative Process, Chapters XIX, XX. Colvin The Learning Process, Chapter XXII. McMurry The Method of the Recitation, Chapters VIII, X. Strayer A Brief Course in the...

Colvin The Learning Process, Chapters III, IV. Kirkpatrick Fundamentals of Child Study, Chapter IV. Pillsbury Essentials of Psychology, Chapter X. Thorndike Principles of Teachi...

Bagley The Educative Process, Chapters II, XV. Dewey The School and Society, Part I. Raymont The Principles of Education, Chapters VI, VII. Strayer A Brief Course in the Teachin...

THE LESSON PROBLEM 55 Nature of Problem 55 Need of Problem 57 Pupil's Motive 59 Awakening Interest 61 Knowledge of Problem 67 How to Set Problem 69 Examples of Motivation 71

LESSON TYPES 156 The Study Lesson 157 The Recitation Lesson 160 Conducting recitation lesson 161 The Drill Lesson 162 The Review Lesson 165 The topical review 166 The comparativ...

Angell Psychology, Chapter IX. Bagley The Educative Process, Chapters IV, XI. Betts The Mind and Its Education, Chapter VIII. Thorndike Elements of Psychology, Chapter III. Pill...

Bagley Educational Values, Chapters I, II, III. Strayer A Brief Course in the Teaching Process, Chapter III. Thorndike Elements of Psychology, Chapter I. Welton The Psychology o...