राष्ट्रीय शिक्षा प्रणाली एवं भारतीय मानस (श्री अरविन्द - एकात्म शिक्षा दर्शन)

66 NATIONAL EDUCATION prevalent error by which book know- ledge of a thing is made the object of the study instead of the thing itself. The experience of reasoning and its errors should be given to the mind and it should be taught to observe how these work for itself; it should proceed from the example to the rule and from the accumulating harmony of rules to the formal science of the subject, not from the formal science to the rule, and from the rule to the example. The first step is to make the young mind interest itself in drawing inferen- ces from the facts, tracing cause and effect. It should then be led on to notice its successes and its failures and the reason of the success and of the failure ; the incorrectness of the fact started from, the haste in drawing conclusions from insufficient facts, the

TRAINING LOGICAL FACULTY 67 carlessness in accepting a conclusion which is improbable, little supported by the data or open to doubt, the in- dolence or prejudice which does wish to consider other possible explanations or conclusions. In this way the mind can be trained to reason as correctly as the fallibility of the human logic will allow, minimising the change of error. The study of formal logic should be postponed to a later period when it can easily be mastered in a very brief period, since it will be only the systematising of the art perfectly well-known to the student.

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