There is definitely relationship of learning of facts with other type of learning. According to Prof. Khan:
“The students learn many facts not for themselves but to learn more important facts through them such facts may be forgotten later on without any harm to the student. For example, a Book-keeping transaction is given to the student so that the student may learn to make carried journal entry for that transaction. This fact of transaction may soon be forgotten but the concept which has been mastered; its purpose has been fulfilled.”
According to another educationist, “Several facts are required to be remembered permanently. We should throughout our life remember date of our country’s independence. One should remember the date of birth or some particular time when a business transaction had taken place. Other similar details or facts are required to be learnt permanently with the experience of his life and education the students remember score of facts permanently”.
Again “The students can do the self-learning through machines, some of which are also being used in India. It presents the question and gives the answer. But these machines cannot substitute the trainers. Some machines are really very good.
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Some facts are required to be learnt permanently. When the student becomes competent, he does store many facts. They tile him in his practical life. One comes across different fact and learns different facts in some other discipline. The facts of one discipline cannot be assigned to particular discipline only.”
Facts are required to be learnt with regard to the competencies we wish to develop. We may need many useful facts before learning the competency and we may further learn facts after acquiring > central level of competency and use of a skill. Additional facts are learnt during practising a skill which may not pertain to the skill underhand. For example, which typing a typist learn the facts about typing skill, but a same time learns additional facts contained in the matter that i typed. These additional facts are learnt during the practice of a skill.
Principles and Facts
“There are indeed two distinct ways of teaching the one b stating the principles and then using facts to illustrate them. The artfully presenting the facts in such a way, that the pupil appears i advance to the principle and by his own ingenuity to discover it Th latter way may often be employed with advantage to die young It is close imitation of the way in which nature teaches but for the advance mind it is too tedious and appears childish.
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But principles must be the constant aim of the teacher. He mi know exactly what part of the subject he has put into the of I pupil and by a just estimate of the powers of the latter, he must know what question he is able to deal with This constitutes die it is as impossible to pass false instruction, except either by a book or otherwise on an accomplished teacher, no mat how new the subject to him, as to pass a counterfeit bill on to a mom broker.
There are certain fundamental doctrines which will found the basis of every elementary treatise recognised as sound and sat factory:
First, that to teach a subject is to teach or impart knowledge its principles.
Second, the principles of a subject are the general truths which by analysis are found to explain the whole or in other words to comprehend all its minor truths and the fewer these general truths can be made more perfect die analysis and the more simple explanation”.