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1、ChapterTwelveThinkinginEducation1.TheEssentialsofMethod.Noonedoubts,theoretically,theimportanceoffosteringinschoolgoodhabitsofthinking.Butapartfromthefactthattheacknowledgmentisnotsogreatinpracticeasintheory,thereisnotadequatetheoreticalrecognitionthatallwhichtheschoolcanorneeddoforpupils,
2、sofarastheirmindsareconcerned(thatis,leavingoutcertainspecializedmuscularabilities),istodeveloptheirabilitytothink.Theparcelingoutofinstructionamongvariousendssuchasacquisitionofskill(inreading,spelling,writing,drawing,reciting);acquiringinformation(inhistoryandgeography),andtrainingofthin
3、kingisameasureoftheineffectivewayinwhichweaccomplishallthree.Thinkingwhichisnotconnectedwithincreaseofefficiencyinaction,andwithlearningmoreaboutourselvesandtheworldinwhichwelive,hassomethingthematterwithitjustasthought(Seeante,p.147).Andskillobtainedapartfromthinkingisnotconnectedwithanys
4、enseofthepurposesforwhichitistobeused.Itconsequentlyleavesamanatthemercyofhisroutinehabitsandoftheauthoritativecontrolofothers,whoknowwhattheyareaboutandwhoarenotespeciallyscrupulousastotheirmeansofachievement.Andinformationseveredfromthoughtfulactionisdead,amind-crushingload.Sinceitsimula
5、tesknowledgeandtherebydevelopsthepoisonofconceit,itisamostpowerfulobstacletofurthergrowthinthegraceofintelligence.Thesoledirectpathtoenduringimprovementinthemethodsofinstructionandlearningconsistsincenteringupontheconditionswhichexact,promote,andtestthinking.Thinkingisthemethodofintelligen
6、tlearning,oflearningthatemploysandrewardsmind.Wespeak,legitimatelyenough,aboutthemethodofthinking,buttheimportantthingtobearinmindaboutmethodisthatthinkingismethod,themethodofintelligentexperienceinthecoursewhichittakes.I.Theinitialstageofthatdevelopingexperiencewhichiscalledthinkingisexpe
7、rience.Thisremarkmaysoundlikeasillytruism.Itoughttobeone;butunfortunatelyitisnot.Onthecontrary,thinkingisoftenregardedbothinphilosophictheoryandineducationalpracticeassomethingcutofffromexperience,andcapableofbeingcultivatedinisolation.Infact,theinherentlimita