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Institutes of education: Comprising an introduction to rational psychology, designed (partly) as a text-book for universities and colleges.

DOI: 10.1037/14294-000

Publisher: Simpkin, Marshall & Co - American Psychological Association

Jul 8, 2013

1 - 10 of 29 Chapters

LitStream

Education and the ideal in their general and historical aspects.

Laurie, S. S.

Pages: 7 –14

The author addresses education students, encouraging them to have a specific ideal of what it means to be a good teacher or to provide a good education. The early history of education is a history not of conscious and formulated ends, ideals, and processes, but of the unconscious ends pursued by...
LitStream

The end of education. Philosophy as necessary to the formation of a conscious end or ideal.

Laurie, S. S.

Pages: 15 –18

The education of a human being then has at all times and in all circumstances a more or less conscious ideal in view. The ideal of successive races of mankind is the measure of their civilisation and their true history. A conscious ideal is an ideal based on a study of man—in short, on the...
LitStream

Body in relation to the education of mind.

Laurie, S. S.

Pages: 19 –21

The author describes the connection between mind and body. He argues that each day must include physical activity and that the body must be healthy to enable the mind to learn. Students should receive physical exercise each day, especially in the form of play. (PsycInfo Database Record (c) 2022...
LitStream

The supreme end and its governing condition.

Laurie, S. S.

Pages: 22 –30

Consciousness, generally, is Mind. The conscious subject is a one, self-identical mind-entity. So far as mere consciousness is concerned, man and animals are like one another. But man is more than a conscious animal, because he has reason, or is a reason. The fundamental form of reason makes its...
LitStream

The educative process generally as determined by the supreme end.

Laurie, S. S.

Pages: 31 –38

The ethical life is not a state of being solely, but a continued series of ethical acts bound together by an ideal of life. If this be so, and if the ethical life be the supreme end of education, the analysis of the elements (moments or steps) of an ethical act ought to yield to us the Educative...
LitStream

Materials in their relation to the nutrition of mind.

Laurie, S. S.

Pages: 39 –41

The author argues that educators must focus on what specific subjects students must learn by the end of secondary instruction at the age of seventeen. Subjects should be taught from the beginning in such a way that students will have received the full benefit of the education by the time he has...
LitStream

Materials in their relation to the training and discipline of mind.

Laurie, S. S.

Pages: 42 –47

Are the questions of assimilation of knowledge and of discipline to power different questions which yield us answers involving mutual contradiction? If so, our case as educationalists would be a bad one; for we should have to follow two different methods in order to attain the two different...
LitStream

Methodology and its scientific basis.

Laurie, S. S.

Pages: 48 –51

It now appears that we best instruct if we pursue the method of instruction which best trains and disciplines, and that we best train and discipline if we pursue the best method of instruction. Now, the way or method of instruction is, in brief, the way or method of knowing, or learning. To teach...
LitStream

The man-mind. Will: Percipience. Self-consciousness.

Laurie, S. S.

Pages: 75 –89

When we speak of educating a man, the question, after all has been said, comes to this: How shall we make a man of him? and, in the case of a girl, How shall we make a woman of her? We do not propose to make a woman of a boy, nor yet to make a man of a girl. They are different from the beginning,...
LitStream

Concipience and the sense-concept of the individual.

Laurie, S. S.

Pages: 90 –98

With all the celerity that belongs to Mind, the percept of the determined total becomes a perception of the elements in that complex total. The moment the subject is conscious of any separate element in the single total before it (the attuit or sensate), it synthesises that element with the...

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