13. Give examples of reasoning demanded in school work in which the
process is predominantly inductive. Deductive.
14. Why are the statements "Induction proceeds from particulars to
generals" and "Deduction from generals to particulars" inadequate to
describe either process?
15. In what sense is thinking dependent upon the operation of the laws
of habit?
16. To what degree is it possible to teach your pupils to think? Under
what limitations do you work?
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