Excerpt: ... matter, with discussion. As one means of overcoming the defect just mentioned, different children, or different committees of a class, might examine the same newspapers, magazines, articles in reference books, etc., and then report on their merits independently of one another, giving their reasons. The discussions that would be likely to follow as the result of disagreements would be of the highest value. CHAPTER VII MEMORIZING, AS A FIFTH FACTOR IN STUDY "All the intellectual value for us of a state of mind ...
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Excerpt: ... matter, with discussion. As one means of overcoming the defect just mentioned, different children, or different committees of a class, might examine the same newspapers, magazines, articles in reference books, etc., and then report on their merits independently of one another, giving their reasons. The discussions that would be likely to follow as the result of disagreements would be of the highest value. CHAPTER VII MEMORIZING, AS A FIFTH FACTOR IN STUDY "All the intellectual value for us of a state of mind depends on our after-memory of it," says Professor James. Footnote: William James's Psychology, Vol. I, p. 644. Importance of memory. In other words, there would be little object importance in reading, or reflection, or travel, or in experience in general, if such experience could not later be recalled so as to be further enjoyed and used. Want of reference thus far to memory does not, therefore, signify any lack of appreciation of its worth. No time is likely to come when a low estimate will be placed upon memory. Usual prominence of memorizing as a factor in study, and the result. How prominent memorizing should be, however, is a question of great importance. The four factors of study that have now been considered are the finding of specific aims, the supplementing of the thought of authors, the organizing of ideas, and the judging of their general worth. These four activities together constitute a large part of what is called thinking. Memorizing-meaning thereby, in contrast to thinking, the conscious effort to impress ideas upon the mind so that they can be reproduced-has usually been a more prominent part of study than all these four combined. The Jesuits, for example, who were leaders in education for two hundred years, made repetition "the mother of studies," and it is still so prominent, even among adults, that the average student regards memorizing as the nearest synonym for the term studying. Repetition, or drill, however, is far...
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