The two limits of every unit of thinking are a perplexed, troubled, or confused situation at the beginning, and a cleared up, unified, resolved situation at the close.
In object lessons in elementary education and in laboratory instruction in higher education, the subject is often so treated that the student fails to see the forest on account of the trees.
I believe finally, that education must be conceived as a continuing reconstruction of experience; that the process and the goal of education are one and the same thing.
