How to Study and Teaching How to Study by Frank M. (Frank Morton) McMurry
page 277 of 302 (91%)
page 277 of 302 (91%)
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The eight factors of study that have been treated are not to be
regarded as separate stages of advance that must follow one another tandem fashion. The principal stages through which the learner passes are only four in number as outlined in Chapter VIII. Yet some of the eight factors necessarily follow others. For example, the conception of the specific aim should, if possible, come first, while memorizing should usually come late, partly if not wholly as the by-product of thinking; and the actual using of knowledge should come last. On the other hand, provision for a tentative attitude and for individuality should be made frequently throughout one's study. Several of these factors, therefore, may be in evidence in any one of the four chief stages of advance described. _The ability of children to learn to study._ We have seen that children possess the ability to undertake the kind of work required by each of the several factors of study. In fact, outside of school, they are continually applying their minds in the meeting of specific needs, as adults are, thereby employing most, if not all, these factors. There is, accordingly, no fundamental difference between their study and that of adults, although the relative prominence of the various phases may vary somewhat; in other words, these factors of study are general principles like the principles of teaching, and likewise applicable to all ages. No assertion is here made that children know intuitively how to do this systematic kind of studying; they merely have the qualities of mind and the experience prerequisite to rational study, and are therefore in a position to receive instruction on the subject with profit. _Why young people have not been learning to study properly alone._ |
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