The teacher must derive not only the capacity, but the desire, to observe natural phenomena. The teacher must understand and feel her position of observer: the activity must lie in the phenomenon.
Sentiment: POSITIVE
We cannot create observers by saying 'observe', but by giving them the power and the means for this observation and these means are procured through education of the senses.
You have to have some kind of power of observation, almost like a trained observer.
The educator must believe in the potential power of his pupil, and he must employ all his art in seeking to bring his pupil to experience this power.
Come forth into the light of things, let nature be your teacher.
It is by teaching that we teach ourselves, by relating that we observe, by affirming that we examine, by showing that we look, by writing that we think, by pumping that we draw water into the well.
In teaching, regard must be had to the faculties possessed by the pupil. In childhood, memory; in youth, the understanding; in mature life, the reason is the predominating faculty.
There are three principal means of acquiring knowledge... observation of nature, reflection, and experimentation. Observation collects facts; reflection combines them; experimentation verifies the result of that combination.
The observer, when he seems to himself to be observing a stone, is really, if physics is to be believed, observing the effects of the stone upon himself.
Indeed, every true science has for its object the determination of certain phenomena by means of others, in accordance with the relations which exist between them.
Natural objects, for example, must be experienced before any theorizing about them can occur.
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