Talks to Teachers on Psychology: And to Students on Some of Life's IdealsH. Holt, 1907 - 301 páginas |
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Página 19
... An influential school of psychology , seeking to avoid haziness of out- line , has tried to make things appear more exact and scientific by making the analysis more sharp . The various fields of consciousness , according to this school.
... An influential school of psychology , seeking to avoid haziness of out- line , has tried to make things appear more exact and scientific by making the analysis more sharp . The various fields of consciousness , according to this school.
Página 23
... appear an equivalent for any amount of passive spiritual culture , and conduct would remain as the test of every education worthy of the name . It is impossible to disguise the fact that in the psychology of our own day the emphasis is ...
... appear an equivalent for any amount of passive spiritual culture , and conduct would remain as the test of every education worthy of the name . It is impossible to disguise the fact that in the psychology of our own day the emphasis is ...
Página 24
... appear to have been an organ for adapting their movements to the impressions received from the environment , so as to escape the better from destruction . Consciousness would thus seem in the first instance to be nothing but a sort of ...
... appear to have been an organ for adapting their movements to the impressions received from the environment , so as to escape the better from destruction . Consciousness would thus seem in the first instance to be nothing but a sort of ...
Página 26
... our be- havior and our adaptation to the environment than at first sight might appear . No truth , however abstract , is ever perceived , that will not probably ALL CONSCIOUSNESS LEADS TO ACTION 27 It at some time 26 TALKS TO TEACHERS.
... our be- havior and our adaptation to the environment than at first sight might appear . No truth , however abstract , is ever perceived , that will not probably ALL CONSCIOUSNESS LEADS TO ACTION 27 It at some time 26 TALKS TO TEACHERS.
Página 40
... appear before the child with a new toy intended as a present for him . No sooner does he see the toy than he seeks to snatch it . You slap the hand ; it is withdrawn , and the child cries . You then hold up the toy , smiling and saying ...
... appear before the child with a new toy intended as a present for him . No sooner does he see the toy than he seeks to snatch it . You slap the hand ; it is withdrawn , and the child cries . You then hold up the toy , smiling and saying ...
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Términos y frases comunes
abstract acquired action apperceiving apperception asso association association of ideas become behavior blindness brain character Chautauqua child child-study conceptions concrete conduct connection coruscate effort emotional example excited experience eyes fact faculty feel field of consciousness habits heart hour human ideal imitation immediately impression impulse inhibition inner instinct keep kind labor laws learned lives margin matter meaning memory mental methods mind MIND-WANDERING moral motor effects musical scale natively interesting nature ness never Obermann objects one's passion pedagogics Phillips Brooks possible practical psychology pupils reaction remember RICHARD JEFFERIES rience schoolroom secret sensation sense significance sorb sort Spinoza stream of consciousness talk teacher tendencies things thought tical tion Tolstoï truth uncon verbal virtue voluntary attention WALT WHITMAN whole wish words
Pasajes populares
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