Talks to Teachers on Psychology: And to Students on Some of Life's Ideals"In 1892 I was asked by the Harvard Corporation to give a few public lectures on psychology to the Cambridge teachers. The talks now printed form the substance of that course, which has since then been delivered at various places to various teacher-audiences. I have found by experience that what my hearers seem least to relish is analytical technicality, and what they most care for is concrete practical application. So I have gradually weeded out the former, and left the latter unreduced; and, now that I have at last written out the lectures, they contain a minimum of what is deemed 'scientific' in psychology, and are practical and popular in the extreme. My main desire has been to make teachers conceive, and if possible, reproduce sympathetically in their imagination, the mental life of their pupil as the sort of active unity which he/she feels it to be. Readers acquainted with my larger books on Psychology will meet much familiar phraseology. The talks to students, which conclude the volume, were written in response to invitations to deliver 'addresses' to students at women's colleges. The first one was to the graduating class of the Boston Normal School of Gymnastics. Properly, it continues the series of talks to teachers. The second and the third address belong together, and continue another line of thought"--Pref. (PsycINFO Database Record (c) 2005 APA, all rights reserved). |
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abstract acquired action already appear association attention become begin better certain character child complete conceptions conduct connection consciousness course effect effort emotions entire example excited experience expression eyes fact faculty feel field follow give grow habits hand heart higher hour human ideal ideas imitation immediately important impression impulse inhibition inner instinct interest keep kind labor laws learned less lives look matter meaning memory mental methods mind moral native nature never object once one's organism pass possible practical present psychology pupils reaction reason remain remember result seems sense significance sort speak stand success sure taken talk teacher things thought tion true truth turn whole wish
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Página 153 - For should he find us in the glen, My blood would stain the heather. "His horsemen hard behind us ride; Should they our steps discover, Then who will cheer my bonny bride, When they have slain her lover?
Página 248 - FLOOD-TIDE below me! I see you face to face! Clouds of the west— sun there half an hour high— I see you also face to face. Crowds of men and women attired in the usual costumes, how curious you are to me! On the ferry-boats the hundreds and hundreds that cross, returning home, are more curious to me than you suppose, And you that shall cross from shore to shore years hence are more to me, and more in my meditations, than you might suppose.
Página 67 - The great thing, then, in all education, is to make our nervous system our ally instead of our enemy. It is to fund and capitalize our acquisitions, and live at ease upon the interest of the fund. For this we must make automatic and habitual, as early as possible, as many useful actions as we can, and guard against the growing into ways that are likely to be disadvantageous to us, as we should guard against the plague.
Página 245 - I had beheld — in front, The sea lay laughing at a distance; near, The solid mountains shone, bright as the clouds, Grain-tinctured, drenched in empyrean light; And in the meadows and the lower grounds Was all the sweetness of a common dawn — Dews, vapours, and the melody of birds, And labourers going forth to till the fields.
Página 72 - I suppose, have thus suffered; and if I had to live my life again, I would have made a rule to read some poetry and listen to some music at least once every week; for perhaps the parts of my brain now atrophied would thus have been kept active through use.
Página 250 - The large and small steamers in motion, the pilots in their pilot-houses, The white wake left by the passage, the quick tremulous whirl of the wheels, The flags of all nations, the falling of them at sunset, The scallop-edged waves in the twilight, the ladled cups, the frolicsome crests and glistening...
Página 249 - Just as you feel when you look on the river and sky, so I felt, Just as any of you is one of a living crowd, I was one of a crowd...
Página 257 - Crossing a bare common, in snow puddles, at twilight, under a clouded sky, without having in my thoughts any occurrence of special good fortune, I have enjoyed a perfect exhilaration. I am glad to the brink of fear.
Página 77 - Well! he may not count it, and a kind Heaven may not count it; but it is being counted none the less. Down among his...
Página 69 - Seize the very first possible opportunity to act on every resolution you make, and on every emotional prompting you may experience in the direction of the habits you aspire to gain. It is not in the moment of their forming, but in the moment of their producing motor effects, that resolves and aspirations communicate the new "set
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Información bibliográfica
| Título | Talks to Teachers on Psychology: And to Students on Some of Life's Ideals ATLA monograph preservation program |
| Autor | William James |
| Edición | reimpresa |
| Editor | H. Holt, 1907 |
| ISBN | 1404734759, 9781404734753 |
| Largo | 301 páginas |
| Exportar cita | BiBTeX EndNote RefMan |