CONCLUDING REMARKS |
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tic components which, once discovered, are childishly simple, and can be given in elementary education.
Science represents the highest structural abstractions that have been produced at each date. It is a supreme abstraction from all the experiences of countless individuals and generations. Since the lower centres produce the raw material from which the higher abstractions are made, and these higher abstractions again influence the working of the lower centres, obviously some means can be devised to put back into the nervous circuits the beneficial effects of those highest abstractions.
The above statement may appear visionary, and many are likely to lay, 'It cannot be done'. Now, the main contention of the present theory, verified empirically, is that it can be done in an extremely simple way, provided we study the neglected non-el aspects of mathematics and science; namely, their structural and semantic aspects. Such study has helped us to discover in a
![]() From one point of view the A issues are childishly simple and obvious, but from another, because of the power of old established habits and s.r, are quite difficult for the grown-ups to apply. It seems evident that an infant must be under the influence of the standards of evaluation of those who take care of him, automatically connected with the structure of the language he is taught. Under such unavoidable conditions, it is obvious that to give the full benefit of a
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