. Biology and human life. Biology. TO THE TEACHER While the organization of the text is believed to be both logical and pedagogical the teacher will find no difficulty in de- parting from it as desired; we have long recognized that both in the development of our subject and in the assignment of les- sons it is unnecessary to go from page to page through a text- book. Moreover, since it is necessary to base the pupil's study of his textbook upon concrete observations and experiences, the use of the book must be to some extent influenced by the mate- rial available from time to time. The questio
. Biology and human life. Biology. TO THE TEACHER While the organization of the text is believed to be both logical and pedagogical the teacher will find no difficulty in de- parting from it as desired; we have long recognized that both in the development of our subject and in the assignment of les- sons it is unnecessary to go from page to page through a text- book. Moreover, since it is necessary to base the pupil's study of his textbook upon concrete observations and experiences, the use of the book must be to some extent influenced by the mate- rial available from time to time. The questions preceding the chapters offer suggestions for in- dividual and joint projects of various kinds. Although they often take the form of a challenge to the teacher, we should pro- ceed with our work on the assumption that we and our pupils are equally interested in discovering what is true and impor- tant. Where individuals can give us reliable and authoritative answers, the class, including the teacher, should be glad to re- ceive them, although each individual, including the teacher, may reserve the right to ask the informant, "How do you know ? " Often we shall find that the best knowledge we have is a more or less workable hypothesis; often we shall find that knowledge is still to be dug out of resistant reality; and at other times we shall find that the questions are not real ques- tions at all, being based on assumptions contrary to fact. When we come to the questions at the ends of the chapters, we may treat them frankly as teacher's questions. Yet these are all offered without prejudice; that is to say, they are offered without intent to impose any doctrine. Where we ask about the advantage of a process or a procedure, we must be ready to con- sider also the disadvantage; where we ask, in comparing, for similarities, we must consider also differences; and so on. xi. Please note that these images are extracted from scanned page images that may have been digitally
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Keywords: ., bookcentury1900, bookdecade1920, bookpublishe, booksubjectbiology
