The conception that growth and progress are just approximations to a final unchanging goal is the last infirmity of the mind in its transition from a static to a dynamic understanding of life.
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.
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.
Reflection involves not simply a sequence of ideas, but a consequence – a consecutive ordering in such a way that each determines the next as its proper outcome, while each in turn leans back on its predecessors.
