Teacher's Hand-book of Psychology: On the Basis of the "Outlines of Psychology" |
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The Teacher's Handbook of Psychology: On the Basis of Outlines of Psychology. James Sully No preview available - 2016 |
Common terms and phrases
acquisition action æsthetic association attention bodily brain called cation chap character child color commonly concept concrete deductive reasoning definite degree desire differences direction discrimination distinct distinctly distinguish duction Dugald Stewart educator effect egoistic element emotional ences eral example excite exer exercise experience external fact faculty feeling force grow growth habit hand Hence higher ideas illustrated images imagination implies important impressions impulse individual induction instinctive intel intellectual interest intuitive knowledge involves Jean Paul Richter judging judgment knowledge laws learner learning Madame Necker means memory ment mental activity Miss Edgeworth mode moral movement muscular natural notions objects observation organs pain parent particular perception pleasure power of abstraction presupposes principle principle of repetition psychology qualities reasoning recall result retention sensations sense sight sions social environment specting stimulus sympathy taste teacher tends things tion truth visual perception Waitz words
Popular passages
Page 160 - The business of education, as I have already observed, is not, as I think, to make them perfect in any one of the sciences, but so to open and dispose their minds as may best make them capable of any, when they shall apply themselves to it.
Page 66 - The authority is subject to the superior authority of the Ego. I yield it, or I withhold it, as I please. I direct it in turn to several points. I concentrate it upon each point as long as my will can stand the effort." Sully says: "Attention may be roughly defined as the active self-direction of the mind to any object which presents itself at the moment.
Page 50 - By this term is meant a fixed tendency to think, feel, or act in a particular way under special circumstances. The formation of habits is a very important ingredient of what we mean by intellectual development ; but it is not all that is so meant. Habit refers rather to the fixing of mental operations in particular directions. Taken in tins narrow sense, habit is in a manner opposed to growth.