The tendency in general education to repair the dichotomy of words and things by treating facts in structures and to deny the dichotomy of facts and values by treating possibilities in actualities is hindered by the separation of problems of character and learning in higher education. Education then is thought to have become primarily intellectual and in need of reform to provide interest and motivation and to take into account the whole man , and the rational processes developed in such education have no direct relation to action or appreciation, responsibility or taste. In general education comprehensive arts and inclusive disciplines are acquired for the formation of individual character. In higher education specialized arts and competence in particular fields are inseparable from character traits essential to mastery of the arts and use of the competences employed in them. The art of interpretation is used to make some irrelevant facts relevant and some dubious facts divergent aspects of relevant facts.
Disciplined sensitivity is acquired by knowledge of more facts and use of more interpretations.