Acerca de este libro
Mi biblioteca
Libros en Google Play
The American educational organization, 3-
What teachers may expect from psychology, 5 –
Teaching methods must agree with psychology,
but cannot be immediately deduced therefrom, 7-
The science of teaching and the science of war,
9-The educational uses of psychology defined,
10-The teacher's duty toward child-study, 12.
II. THE STREAM OF CONSCIOUSNESS
Our mental life is a succession of conscious
'fields,' 15 - They have a focus and a margin,
18-This description contrasted with the theory
of 'ideas,' 20 - Wundt's conclusions, 20, note.
Mind as pure reason and mind as practical
guide, 22-The latter view the more fashionable
one to-day, 23-It will be adopted in this work,
24-Why so? 25 - The teacher's function is to
train pupils to behavior, 28.
IV. EDUCATION AND BEHAVIOR
Education defined, 29- Conduct is always its
outcome, 30- Different national ideals: Germany
and England, 31.
PAGE
3
15
22
29
V. THE NECESSITY OF REACTIONS
No impression without expression, 33-Verbal
reproduction, 34 - Manual training, 35 - Pupils
should know their 'marks, 37.
VI. NATIVE AND ACQUIRED REACTIONS
•
The acquired reactions must be preceded by
native ones, 38 - Illustration: teaching child to
ask instead of snatching, 39-Man has more in-
stincts than other mammals, 43.
VII. WHAT THE NATIVE REACTIONS ARE
Fear and love, 45 - Curiosity, 45 - Imitation,
48-Emulation, 49 - Forbidden by Rousseau, 51
- His error, 52 - Ambition, pugnacity, and pride.
Soft pedagogics and the fighting impulse, 54-
Ownership, 55 - Its educational uses, 56 - Con-
structiveness, 58 - Manual teaching, 59-Transi-
toriness in instincts, 60 - Their order of succes-
sion, 61.
Good and bad habits, 64- Habit due to plasti-
city of organic tissues, 65 - The aim of education
is to make useful habits automatic, 66 - Maxims
relative to habit-forming: 1. Strong initiative, 67
-2. No exception, 68-3. Seize first opportunity
to act, 69-4. Don't preach, 71 - Darwin and
poetry: without exercise our capacities decay, 71
- The habit of mental and muscular relaxation,
74-Fifth maxim, keep the faculty of effort
trained, 75 - Sudden conversions compatible with
laws of habit, 76 - Momentous influence of habits
on character, 77.
33
38
45
64
A case of habit, 79 - The two laws, contiguity
and similarity, 80-- The teacher has to build up
useful systems of association, 83 - Habitual asso-
ciations determine character, 84 - Indeterminate-
ness of our trains of association, 85 - We can
trace them backward, but not foretell them, 86-
Interest deflects, 87 - Prepotent parts of the field,
88-In teaching, multiply cues, 89.
X. INTEREST
The child's native interests, 91 - How uninterest-
ing things acquire an interest, 94 - Rules for the
teacher, 95- 'Preparation' of the mind for the
lesson: the pupil must have something to attend
with, 97-All later interests are borrowed from
original ones, 99.
Interest and attention are two aspects of one
fact, 100-Voluntary attention comes in beats,
101-Genius and attention, 102 - The subject
must change to win attention, 103 - Mechanical
aids, 104- The physiological process, 106 - The
new in the old is what excites interest, 108 - In-
terest and effort are compatible, 110 - Mind-wan-
dering, 112 - Not fatal to mental efficiency, 114.
ix
79
91
100
116
Due to association, 116 - No recall without a
cue, 118-Memory is due to brain-plasticity, 119
Native retentiveness, 120 - Number of associa-
tions may practically be its equivalent, 122 - Re-
tentiveness is a fixed property of the individual,
123 - Memory versus memories, 124 ---- Scientific
system as help to memory, 126 - Technical mem-
ories, 127-Cramming, 129 - Elementary memory
unimprovable, 130 - Utility of verbal memorizing,
131 - Measurements of immediate memory, 133-
They throw little light, 134-Passion is the im-
portant factor in human efficiency, 137 - Eye-
memory, ear-memory, etc., 137 - The rate of
forgetting, Ebbinghaus's results, 139 - Influence
of the unreproducible, 142 - To remember, one
must think and connect, 143.
Education gives a stock of conceptions, 144-
The order of their acquisition, 146 - Value of
verbal material, 149 - Abstractions of different
orders: when are they assimilable, 151 - False
conceptions of children, 152.
XIV. APPERCEPTION
Often a mystifying idea, 155 --- The process de-
fined, 157- The law of economy, 159 - Old-
fogyism, 160-How many types of apperception ?
161-New heads of classification must continually
be invented, 163 - Alteration of the apperceiving
mass, 165-Class names are what we work by,
166-Few new fundamental conceptions acquired
after twenty-five, 167.
XV. THE WILL
The word defined, 169 - All consciousness tends
to action, 170 - Ideo-motor action, 171- Inhibi-
tion, 172-The process of deliberation, 174-
Why so few of our ideas result in acts, 176-
The associationist account of the will, 177-A
balance of impulses and inhibitions, 178 - The
144
155
169
CONTENTS
-
over-impulsive and the over-obstructed type, 179
-The perfect type, 180-The balky will, 181
What character building consists in, 184-Right
action depends on right apperception of the case,
185-Effort of will is effort of attention: the
drunkard's dilemma, 187-Vital importance of
voluntary attention, 189-Its amount may be in-
determinate, 191-Affirmation of free-will, 192–
Two types of inhibition, 193-Spinoza on inhibi-
tion by a higher good, 194-Conclusion, 195.
xi