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absolute value action activity adjusted adult aims apperception asso associations attention attitude autosuggestion beauty become boys brain bring cation central nervous system certainly child chological classroom complete connections course demand easily EDMUND GOSSE educational psychology effort elements emotion ence enter enthusiasm ethics everything experience factors facts faculty psychology fatigue feeling functions fundamental give harmony human ical ideal ideas imitation important impressions impulse individual differences influence inhibition inner interest knowledge logical values mand manifold material means memory ment mental motor movement nature organism outer world pedagogical physical pleasure popular psychology practical problems progress psychical psychology psychophysical pupil pupil’s mind purposes question reached reaction reënforce reference relation rience seek sensations social speak stand suggestion task teach teacher things tion true truth understand unity valuable volition whole word zoölogy
Page 264 - Training of mental activity must be acknowledged as a function of the school certainly equivalent to the mere acquisition of knowledge and the development of inspiration. Moreover, our psychological study showed clearly to us that every mental function can really be developed. Apperception and observation, memory and imagination, attention and interest, imitation and reasoning, feeling and emotion, effort and will, in fact, every function can be rapidly strengthened through systematic training and...
Page 76 - ... child is dealt with. Hence the true teacher needs not only an understanding of the purposes and aims of education and an enthusiastic devotion to those ideal aims, but he needs a thorough understanding of the ways in which the mind of the child can be influenced and developed. Ethics could teach him only those purposes and ideals. If the teacher seeks insight into the means by which the aim can be reached, into the facts by which the child can be molded, his way must lead from ethics to psychology.
Page 17 - The school methods which appeal always to the natural desires and involuntary attention and interest do not train the pupil in overcoming desires and in controlling attention; they plead instead of commanding; they teach one to follow the path of least resistance instead of the path of duty and the ideal. The result is a flabby inefficiency, a loose vagueness and inaccuracy, an acquaintance with a hundred things and a mastery of none.