Instruction aiming at many-sidedness has two main phases, “engrossment” (Vertiefung) and “reflection” (Besinnung), each of which in turn has a “resting” and a “progressive” moment: resting engrossment is “clarity”; progressive engrossment is “association”; resting reflection is “system”; progressive reflection is “method” (SW II: 38, ff.; cf. esp. Glöckner 1892; Beiser 2014: 106–7). It is important to note that these phases of learning recapitulate the process of apperception. That is, clarity occurs when a representation or representational series comes into full consciousness, where it hovers in the full light of attention. One is engrossed in it, which is simply to say, one is not aware of anything else. But of course the child’s mind rarely stays occupied with a single representation for long; its imagination (Phantasie) rapidly leads it, usually by association, to other, similar representations (SW II: 40).  This spontaneity of absorption in environing objects is the source of a natural many-sidedness, and thus the seed of the fully formed personality. While the phases of engrossment are natural to all human beings, it is obvious that in themselves they have no direction or organizing   principle.[71]