The Function of Method 83 



times the other ; but in every instance each point of view will be 

 seen to imply and involve the other two if we think consistently 

 and in an organised manner, for nowhere more than in the realm 

 of thought are relations more certain to make themselves felt 

 by those whose minds are open to the light and faithful to the 

 truth. 



(i) Briefly in considering the process of development of any- 

 thing organic in character, we may look upon it in its simplest 

 and original form, in the embryo, so to speak, from which the 

 later organism is to develop. Such a point of view may con- 

 veniently be called Genetic. (2) Or, instead of looking at the 

 past origin of the organism, we may try to discover what the pur- 

 pose of its existence is, what aim and ultimate end is realising 

 itself in and through the various activities of this developing 

 organism. Such a point of view is known as Teleological. 



Neither of these two methods of interpretation, however, is 

 complete in itself, or ultimately valuable if separated from the 

 other. Uniting the genetic fact and the teleological interpreta- 

 tion, both of which are legitimate inquiries for the scientist and 

 for the philosopher, there is the functional point of view, which 

 partakes of the nature of both of the others. It emphasises the 

 process of the experience of the organism, and considers the 

 manner in which it grows, acts, and reacts, and the different 

 processes that are involved in the gradual organisation of its 

 various activities. In a word, it deals with the method of the 

 organism. Of this method the primary genetic conditions and 

 the ultimate teleological idea of purpose are but phases : the reality 

 of the organism lies in the functional interaction of the idea which 

 is seeking realisation, and the form which is demanding some 

 kind of idealisation. In Education, therefore, the emphasis can- 

 not be placed solely upon the immature and developing child 

 on the one hand, nor on the other hand only upon the ideals of 

 education. The two must be realised in their organic relation, 

 for only then is education performing its true function. It is 

 through this process of interaction that social purposes gain 

 reality, and it is through the same process that the immature 

 potentialities of the children gain ideal value. The function of 

 education and the ultimate method of experience then is twofold : 

 it consists of the progressive interaction of real children and social 

 ideals — a process of interaction through which the original char- 



