Talks to Teachers on Psychology: And to Students on Some of Life's IdealsH. Holt, 1907 - 301 páginas |
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Página 18
... example , now , although you are also thinking and feeling , are getting through your eyes sensa- tions of my face and figure , and through your ears sensations of my voice . The sensations are the centre or focus , the thoughts and ...
... example , now , although you are also thinking and feeling , are getting through your eyes sensa- tions of my face and figure , and through your ears sensations of my voice . The sensations are the centre or focus , the thoughts and ...
Página 20
... example , or Taine , - these resolve themselves at last into little elementary psychic particles or atoms of mind - stuff , ' out of which all the more immediately known mental states are said to be built up . Locke introduced this ...
... example , or Taine , - these resolve themselves at last into little elementary psychic particles or atoms of mind - stuff , ' out of which all the more immediately known mental states are said to be built up . Locke introduced this ...
Página 29
... examples with which his memory is stored and of the abstract conceptions which he has acquired , from circumstances in which he never was placed before . Education , in short , cannot be better described than by calling it the organiza ...
... examples with which his memory is stored and of the abstract conceptions which he has acquired , from circumstances in which he never was placed before . Education , in short , cannot be better described than by calling it the organiza ...
Página 50
... example is effective as no exhortation can possibly be . Every school has its tone , moral and intellect- ual . And this tone is a mere tradition kept up by imitation , due in the first instance to the example set by teachers and by ...
... example is effective as no exhortation can possibly be . Every school has its tone , moral and intellect- ual . And this tone is a mere tradition kept up by imitation , due in the first instance to the example set by teachers and by ...
Página 51
... example . 6 Among the recent modern reforms of teaching methods , a certain disparagement of emulation , as a laudable spring of action in the schoolroom , has often made itself heard . More than a century ago , Rousseau , in his Émile ...
... example . 6 Among the recent modern reforms of teaching methods , a certain disparagement of emulation , as a laudable spring of action in the schoolroom , has often made itself heard . More than a century ago , Rousseau , in his Émile ...
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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