Development of Ability to Reason in School Education

Reasoning has been considered as one of the most significant abilities for scholastic achievement, especially in the area of Science and Mathematics. Thus for any kind of curriculum planning and innovation, it is of vital importance to understand the nature or structure of reasoning ability. Some work in the past has been done in this direction but that does not spell-out clearly the nature of reasoning ability in terms of well-defined empirically observable categories, at least for student population. The present work is an attempt in this direction.
Futher, there is a wide spread controversy among the psychologists, especially the British and American about the nature of mental ability. Some psychologists have tried to resolve this issue by studying subjects similar in sex and age. But little effort has been made to understand the structure of mental ability or mental abilities in relation to social context and mental maturation. This work is also an attempt to study the variation in the patterns of reasoning ability in relation to social context and mental maturity.
It is presumed that the book will be of immense help to the students of psychology and education, and to those involved in curriculum planning and innovation. It will also be useful to the persons involved in selection of personnel for various jobs and placement for various curricular programmes. Educational and Vocational Guidance workers may also find the work useful.