46 The Concept of Method 



ments, and, through these at concepts, that thereupon these con- 

 cepts are recognised in relation to their grounds and results by 

 reason, and finally in a well-arranged whole by means of science, 

 so instruction must go the same way. Hence a teacher is ex- 

 pected to make of his hearer first an intelligent, then a reasonable, 

 and finally a learned man." 



To sum up the chief implications which Kant's writings have 

 for the problem of method, they may be stated briefly as follows : 



(i) His analysis of the character and nature of human knowl- 

 edge, though it is carried on rather from the structural point of 

 view, does involve a consideration of the method of knowledge 

 as an essential phase. Knowledge must be related to virtuous 

 action ; Theory and Practice are interrelated phases of experience. 



(2) Kant emphasises the fundamental creative power of the 

 human mind. Method is a phase of an evolutionary experience. 

 Education is genetic only if it is at the same time teleological. 

 Self-activity is the fundamental method of education. (cp. 

 Froebel.) 



