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<head>1824 May 5 1831 March 11<lb/> | |||
Posology <del>Rudiments.</del> <add>Conjectural History</add></head> | |||
<head><del>Applications</del></head> | |||
<p>Two <add>Three</add> modes of learning<lb/> | |||
and teaching and learning<lb/> | |||
posology — 1. the <del><hi rend="underline"><gap/></hi></del> <add>asemantic</add>:<lb/> | |||
2. the <hi rend="underline">aplosemantic</hi>:<lb/> | |||
3. the composite.</p> | |||
<p>Again, two modes<lb/> | |||
1. The didactic.<lb/> | |||
2. The historical.</p> | |||
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<p>Priestly applied to <sic>mixt</sic><lb/> | |||
posology the historical:<lb/> | |||
1. to Electricity. 2. to Optics.<lb/> | |||
3. Magnetism</p> | |||
<p>The historical would be<lb/> | |||
no less applicable to pure<lb/> | |||
posology: but with this<lb/> | |||
difference.</p> | |||
<p>Applied to Electricity<lb/> | |||
and Optics and Magnetism<lb/> | |||
the evidence as to<lb/> | |||
the order of time between<lb/> | |||
one discovery and another<lb/> | |||
was <del><add>rich and</add></del> <hi rend="underline">direct</hi>: applied<lb/> | |||
to pure posology<lb/> | |||
it can be little else than<lb/> | |||
circumstantial: the<lb/> | |||
result of imagination,<lb/> | |||
working by inference:<lb/> | |||
it might be termed <hi rend="underline">inferential</hi>.</p> | |||
<p>The composite mode<lb/> | |||
of teaching is the only one as<lb/> | |||
yet in use.</p> | |||
<p>Of the aplosemantic the<lb/> | |||
peculiar advantage is subservience<lb/> | |||
to quickness of<lb/> | |||
conception: namely for the<lb/> | |||
purpose of <del><gap/></del> conception<lb/> | |||
of ulterior properties, or for<lb/> | |||
that of application to physics.<lb/> | |||
But this supposes<lb/> | |||
anterior conception obtained<lb/> | |||
by the composite method.</p><pb/> | |||
<head><unclear>Ansusomatic</unclear><lb/> | |||
Asomatic</head> | |||
<p>Of the <hi rend="underline">asemantic</hi> method<lb/> | |||
the use is clear<lb/> | |||
<add>and permanent</add> conception: <del>clear</del> to a<lb/> | |||
degree of clearness, with<lb/> | |||
correspondent sense of<lb/> | |||
mastery such as cannot<lb/> | |||
be obtained by <del>the</del><lb/> | |||
either of the two other methods</p> | |||
<p>For the obtaining a <add>maximizing the</add><lb/> | |||
<del>perfect</del> <add>sense of</add> mastery of <add>in relation to</add> the<lb/> | |||
field of <add>morphoscopic</add> posology, <del>it</del> the<lb/> | |||
<del>would</del> <add><unclear>sususptic</unclear> or <unclear>unipipedal</unclear> or</add> unisuperficial<lb/> | |||
mode of exhibition would<lb/> | |||
be necessary</p> | |||
<p>By the imaginary-historical<lb/> | |||
order of invention<lb/> | |||
much light might be<lb/> | |||
thrown on the field of<lb/> | |||
morphoscopic posology</p> | |||
<p>Divers synoptic Tables<lb/> | |||
would be of use<lb/> | |||
1. <del>A</del><add>Aplo</add>semantic Table of the<lb/> | |||
proposition exhibited in<lb/> | |||
the probable order of invention<lb/> | |||
2. Composite d<hi rend="superscript">o</hi><lb/> | |||
3. Asemantic d<hi rend="superscript">o</hi><lb/> | |||
4. 5. & 6. d<hi rend="superscript">o</hi> in the order<lb/> | |||
supposed best suited to demonstration.</p> | |||
<p>By <del>the</del> comparison between<lb/> | |||
the results of the two methods<lb/> | |||
much light would<lb/> | |||
probably be <unclear>decided</unclear></p> | |||
1824 May 5 1831 March 11
Posology Rudiments. Conjectural History
Applications
Two Three modes of learning
and teaching and learning
posology — 1. the asemantic:
2. the aplosemantic:
3. the composite.
Again, two modes
1. The didactic.
2. The historical.
Priestly applied to mixt
posology the historical:
1. to Electricity. 2. to Optics.
3. Magnetism
The historical would be
no less applicable to pure
posology: but with this
difference.
Applied to Electricity
and Optics and Magnetism
the evidence as to
the order of time between
one discovery and another
was rich and direct: applied
to pure posology
it can be little else than
circumstantial: the
result of imagination,
working by inference:
it might be termed inferential.
The composite mode
of teaching is the only one as
yet in use.
Of the aplosemantic the
peculiar advantage is subservience
to quickness of
conception: namely for the
purpose of conception
of ulterior properties, or for
that of application to physics.
But this supposes
anterior conception obtained
by the composite method.
---page break---
Ansusomatic
Asomatic
Of the asemantic method
the use is clear
and permanent conception: clear to a
degree of clearness, with
correspondent sense of
mastery such as cannot
be obtained by the
either of the two other methods
For the obtaining a maximizing the
perfect sense of mastery of in relation to the
field of morphoscopic posology, it the
would sususptic or unipipedal or unisuperficial
mode of exhibition would
be necessary
By the imaginary-historical
order of invention
much light might be
thrown on the field of
morphoscopic posology
Divers synoptic Tables
would be of use
1. AAplosemantic Table of the
proposition exhibited in
the probable order of invention
2. Composite do
3. Asemantic do
4. 5. & 6. do in the order
supposed best suited to demonstration.
By the comparison between
the results of the two methods
much light would
probably be decided
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Identifier: | JB/135/337/001"JB/" can not be assigned to a declared number type with value 135. |
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posology |
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jeremy bentham |
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