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THE DOCTRINES OF THE GREAT EDUCATORS BY ROBERT R. RUSK
Published by MacMillan & Co. in 1918 London
Hardback: 336 pages

MY BOOK REVIEW:

The aim of education is in terms of language and literature in merging with life, that is both practical and humanistic.

There must be a method of exposition of the subject or lesson to be concerned with emulation; to make complete the study and their inter-connections, it is necessary that knowledge of things precede the knowledge of their combinations.

And no information should be imparted on the grounds of ‘Bookish Authority’ but should be in accordance with ‘Authorised Consuetude’ in laws of association that is achieved by actual demonstration to the senses and the intellect. Thereby the principle of correlation is implied for the ‘Conduct of Understanding’.

All the Great Educators were in agreement on this matter, that ‘Perception and Experience’ was of great importance in the development of potential and the exalted personality and character of a person to achieve ‘Apperception’ that is to bring a state of conscious from mental assimilation and the relation of new facts to facts already known.

And the reason of this crucial area in education was to apprehend, that being to become aware in ones understanding of ‘Universal Insight’ and that of the ‘Self-Maintenance’ of the subsumption from moral valuation and actions.

As said by Milton “…in this methodical course it is so supposed that they (the pupils) must proceed by the steady pace of learning onward, as at convenient times for memories’ sake to retire back into the middle ward, and sometimes into the rear of what they have been taught, until they have confirmed and solidly united the whole body of their perfected knowledge.” As to paraphrase Locke, that is to furnish the mind with and fasten there a true sense of relish of it, and as to place strength, glory and pleasure in that virtue.

And the reason why was explained further by Locke “of the great moment and worth our endeavours, to teach the mind to get the mastery over itself, and to be able, upon choice to take itself off from the hot pursuit of one thing, and set itself upon another with facility and delight, or at any time to shake off its sluggishness and vigorously employ itself about what reason, or the advice of another shall direct.” To the end being that of the ‘Habit of Verifying’ the experience of one sense by that of another.

It is about the training of apprehending the world intuitively in an intelligent manner and this is called ‘Intuitive Apprehension’ which is made apparent by the sensory impression being employed by connote affective and volitional experiences which is a psychological outlook, that is it takes from the vague to the precise, from the precise to clear images and from clear images to distinct ideas. The advantage of this is very much a fluent and early nomenclature which is invaluable in knowledge based upon reality and truth in that which is learnt that develops and maintains in them a consciousness of the real relation of things to each other. Thereby time and opportunity will afterwards supply the concept and will correlate what was set forth together.

As stated by Froebel “with the ceasing to systematise, symbolise, idealise, realise and recognise identities and analogies amongst all the facts and phenomena, all problems, expression, and formulas; and in this way of life, with all varied phenomena and activities become more and more free from contradictions, more harmonious, simple and clear, and more recognisable as part of the Life Universal…” both in terms of leading from Perception and Apperception towards Intuitive Intelligence relying on the most serviceable illusions and the supremacy of the practical reason, emphasised by the character of the intelligible world.

“God I thank thee for my necessity” (Pestalozzi)

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