Human Nature and EducationH. Milford, Oxford University Press, 1926 - 292 pages |
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Common terms and phrases
ability able acquired activity æsthetic affective afferent nerve animal association attainment attention attitude basis biological bonds capacity character characteristic child cognitive colours complex conation consciousness Dalton plan definite desirable determined Dewey E. L. Thorndike Educational Psychology educative process elements emotional energy environment examination experience fact factor feeling function G. F. Stout habit human idea images imagination impulse individual instinctive behaviour instinctive reactions intelligence intelligence quotient interest involves J. A. Hadfield knowledge L. T. Hobhouse learning Lloyd Morgan matter maze McDougall means measure memory mental processes method mind modification Montessori Montessori method moral motor native nature objects observed organism perception perceptual processes personality play possible practice present principle problem pupils qualities reasoning reference reflex regard response sense situation social sometimes stimulus student task teacher tendency things Thorndike tion unity various Woodworth word
Popular passages
Page 22 - We may, then, define an instinct as an inherited or innate psycho-physical disposition which determines its possessor to perceive, and to pay attention to, objects of a certain class, to experience an emotional excitement of a particular quality upon perceiving such an object, and to act in regard to it in a particular manner, or, at least, to experience an impulse to such an action.
Page 285 - I call therefore a complete and generous education, that which fits a man to perform justly, skilfully, and magnanimously all the offices, both private and public, of peace and war.
Page 154 - Consciousness, then, does not appear to itself chopped up in bits. Such words as ' chain ' or ' train ' do not describe it fitly as it presents itself in the first instance. It is nothing jointed ; it flows. A ' river ' or a ' stream ' are the metaphors by which it is most naturally described.
Page 15 - We live in deeds, not years; in thoughts, not breaths; In feelings, not in figures on a dial. We should count time by heart-throbs. He most lives Who thinks most — feels the noblest — acts the best.
Page 69 - If we fancy some strong emotion, and then try to abstract from our consciousness of it all the feelings of its bodily symptoms, we find we have nothing left behind, no 'mind-stuff...
Page 14 - In all pedagogy the great thing is to strike the iron while hot, and to seize the wave of the pupil's interest in each successive subject before its ebb has come, so that knowledge may be got and a habit of skill acquired — a headway of interest, in short secured, on which afterward the individual may float.
Page 241 - Education does not mean teaching people to know what they do not know — it means teaching them to behave as they do not behave.
Page 208 - NOTHING can possibly be conceived in the world, or even out of it, which can be called good without qualification, except a Good Will.
Page 14 - When objects of a certain class elicit from an animal a certain sort of reaction, it often happens that the animal becomes partial to the first specimen of the class on which it has reacted, and will not afterward react on any other specimen.
Page 51 - The pursuance of future ends and the choice of means for their attainment are thus the mark and criterion of the presence of mentality in a phenomenon.