Opening the text

A Class Room Logic: Deductive and Inductive, with Special Application to the Science and Art of TeachingMcNair, George Hastings

Philosophy

A Class Room Logic: Deductive and Inductive, with Special Application to the Science and Art of Teaching

Name: A Class Room Logic: Deductive and Inductive, with Special Application to the Science and Art of Teaching
Author: McNair, George Hastings

McNair, George Hastings

Logic

(6) Look up the discovery of the laws of the pendulum, with a view
      of showing that the event well illustrates the fact of the three
      general steps in the discoverer’s method.

  (7) “With the average, only extraordinary facts become crucial; but
      with the genius any ordinary fact may become crucial.” Make this
      clear.

  (8) Explain “mental urge.” Illustrate.

  (9) Illustrate “empirical proof,” also “rational proof.”

 (10) Show by illustration that the inductive method as used in the
      class room, falls far short of being the method of the discoverer.

 (11) Indicate by citing historical examples, that conquest rather than
      knowledge makes for manhood.

 (12) Show how you would motivate a topic in geography.

 (13) Outline a plan for teaching some topic in nature according to the
      discoverer’s method.

 (14) Select a topic in arithmetic, for the purpose of giving a
      comparative illustration of the “question and answer mode” of
      presentation, and the “mode by suggestion.”




                              CHAPTER 21.

                            LOGIC AND LIFE.


=1. LOGIC GIVEN A PLACE IN A SECONDARY COURSE.=

“To prepare for complete living” seems to be the ultimate aim of
education, and any school subject which does not aid to this end must
be eliminated from the courses of study. “Knowledge for the sake of
knowledge” will not do in this age of practical efficiency. _A subject
in order to survive must show indications of doing its share in this
larger business of man building._ If it can be made evident that
logic lends itself in no undecided terms to such an aim, then may its
incorporation in a secondary course of study be not only justified but
more highly appreciated.


=2. MAN’S SUPREMACY DUE TO POWER OF THOUGHT.=

That man is the supreme agent of intelligent progress is due to three
factors: First, to the existence of the natural world; second, to the
existence of man himself; third, to man’s ability to think. Given life
and the world as a place to evolve that life, and it is barely possible
that man might have _survived_, but without _thought_ he could never
have become _supreme_. _Man is king of the animal kingdom because of
his power of thought._ Let us illustrate:

Public-domain text, read in full here on John Shaqi.

Opening the text

A Class Room Logic: Deductive and Inductive, with Special Application to the Science and Art of TeachingMcNair, George Hastings

Philosophy

A Class Room Logic: Deductive and Inductive, with Special Application to the Science and Art of Teaching

McNair, George Hastings

Logic

(6) Look up the discovery of the laws of the pendulum, with a view
      of showing that the event well illustrates the fact of the three
      general steps in the discoverer’s method.

  (7) “With the average, only extraordinary facts become crucial; but
      with the genius any ordinary fact may become crucial.” Make this
      clear.

  (8) Explain “mental urge.” Illustrate.

  (9) Illustrate “empirical proof,” also “rational proof.”

 (10) Show by illustration that the inductive method as used in the
      class room, falls far short of being the method of the discoverer.

 (11) Indicate by citing historical examples, that conquest rather than
      knowledge makes for manhood.

 (12) Show how you would motivate a topic in geography.

 (13) Outline a plan for teaching some topic in nature according to the
      discoverer’s method.

 (14) Select a topic in arithmetic, for the purpose of giving a
      comparative illustration of the “question and answer mode” of
      presentation, and the “mode by suggestion.”




                              CHAPTER 21.

                            LOGIC AND LIFE.


=1. LOGIC GIVEN A PLACE IN A SECONDARY COURSE.=

“To prepare for complete living” seems to be the ultimate aim of
education, and any school subject which does not aid to this end must
be eliminated from the courses of study. “Knowledge for the sake of
knowledge” will not do in this age of practical efficiency. _A subject
in order to survive must show indications of doing its share in this
larger business of man building._ If it can be made evident that
logic lends itself in no undecided terms to such an aim, then may its
incorporation in a secondary course of study be not only justified but
more highly appreciated.


=2. MAN’S SUPREMACY DUE TO POWER OF THOUGHT.=

That man is the supreme agent of intelligent progress is due to three
factors: First, to the existence of the natural world; second, to the
existence of man himself; third, to man’s ability to think. Given life
and the world as a place to evolve that life, and it is barely possible
that man might have _survived_, but without _thought_ he could never
have become _supreme_. _Man is king of the animal kingdom because of
his power of thought._ Let us illustrate:

Public-domain text, read in full here on John Shaqi.

A Class Room Logic: Deductive and Inductive, with Special Application to the Science and Art of Teaching

A Class Room Logic: Deductive and Inductive, with Special Application to the Science and Art of Teaching

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