Talks to Teachers - James, William
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Chapter I. 9 PSYCHOLOGY AND THE TEACHING ART The American educational organization, -What teachers may expect from psychology, -Teaching methods must agree with psychology, but cannot be immediately deduced therefrom, -The science of teaching and the science of war, -The educational uses of psychology defined, -The teacher's duty toward child-study. Chapter II. 15 THE STREAM OF CONSCIOUSNESS Our mental life is a succession of conscious 'fields, '-They have a focus and a margin, -This description contrasted with the theory of 'ideas, '-Wundt's conclusions, note. Chapter III. 19 THE CHILD AS A…mehr

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Chapter I. 9 PSYCHOLOGY AND THE TEACHING ART The American educational organization, -What teachers may expect from psychology, -Teaching methods must agree with psychology, but cannot be immediately deduced therefrom, -The science of teaching and the science of war, -The educational uses of psychology defined, -The teacher's duty toward child-study. Chapter II. 15 THE STREAM OF CONSCIOUSNESS Our mental life is a succession of conscious 'fields, '-They have a focus and a margin, -This description contrasted with the theory of 'ideas, '-Wundt's conclusions, note. Chapter III. 19 THE CHILD AS A BEHAVING ORGANISM Mind as pure reason and mind as practical guide, -The latter view the more fashionable one to-day, -It will be adopted in this work, -Why so?-The teacher's function is to train pupils to behavior. Chapter IV. 23 EDUCATION AND BEHAVIOR Education defined, -Conduct is always its outcome, -Different national ideals: Germany and England. Chapter V. 25 THE NECESSITY OF REACTIONS No impression without expression, -Verbal reproduction, -Manual training, -Pupils should know their 'marks'. Chapter VI. 28 NATIVE REACTIONS AND ACQUIRED REACTIONS The acquired reactions must be preceded by native ones, -Illustration: teaching child to ask instead of snatching, -Man has more instincts than other mammals. Chapter VII. 31 WHAT THE NATIVE REACTIONS ARE Fear and love, -Curiosity, -Imitation, -Emulation, -Forbidden by Rousseau, -His error, -Ambition, pugnacity, and pride. Soft pedagogics and the fighting impulse, -Ownership, -Its educational uses, -Constructiveness, -Manual teaching, -Transitoriness in instincts, -Their order of succession. Chapter VIII. 40 THE LAWS OF HABIT Good and bad habits, -Habit due to plasticity of organic tissues, -The aim of education is to make useful habits automatic, -Maxims relative to habit-forming: 1. Strong initiative, -2. No exception, -3. Seize first opportunity to act, -4. Don't preach, -Darwin and poetry: without exercise our capacities decay, -The habit of mental and muscular relaxation, -Fifth maxim, keep the faculty of effort trained, -Sudden conversions compatible with laws of habit, -Momentous influence of habits on character. Chapter IX. 48 THE ASSOCIATION OF IDEAS A case of habit, -The two laws, contiguity and similarity, -The teacher has to build up useful systems of association, -Habitual associations determine character, -Indeterminateness of our trains of association, -We can trace them backward, but not foretell them, -Interest deflects, -Prepotent parts of the field, -In teaching, multiply cues. Chapter X. 54 INTEREST The child's native interests, -How uninteresting things acquire an interest, -Rules for the teacher, -'Preparation' of the mind for the lesson: the pupil must have something to attend with, -All later interests are borrowed from original ones. Chapter XI. 59 ATTENTION Interest and attention are two aspects of one fact, -Voluntary attention comes in beats, -Genius and attention, -The subject must change to win attention, -Mechanical aids, -The physiological process, -The new in the old is what excites interest, -Interest and effort are compatible, -Mind-wandering, -No
Autorenporträt
William James was an American philosopher, historian, and psychologist. He was born on January 11, 1842, and died on August 26, 1910. He was the first teacher in the United States to teach a psychology course. James and Charles Sanders Peirce started the philosophical school called pragmatism, and James is also considered one of the founders of functional psychology. James studied medicine, physiology, and biology, and he started teaching in those fields. However, he was drawn to the scientific study of the human mind at a time when psychology was becoming a science. James's knowledge of the work of people like Hermann Helmholtz in Germany and Pierre Janet in France helped him get scientific psychology classes started at Harvard University. In the 1875-1876 school year, he taught his first experimental psychology class at Harvard.