Psychology applied to education: a series of lectures on the theory & practice of education
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Weitere Verfasser: | |
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Cambridge
Cambridge University Press
2016
|
| Ausgabe: | First paperback edition |
| Schriftenreihe: | The Cambridge psychological library
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | First published 1926 |
| Beschreibung: | xiii, 188 Seiten |
| ISBN: | 9781316603659 1316603652 |
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| 100 | 1 | |a Ward, James |d 1843-1925 |e Verfasser |0 (DE-588)1037193148 |4 aut | |
| 245 | 1 | 0 | |a Psychology applied to education |b a series of lectures on the theory & practice of education |c by the late James Ward (Sc.D. cantab., LL.D. edin., D.SC. oxon, Fellow of the British Academy and of the New York Academy of Sciences, Professor of mental philosophy, Cambridge ; edited by G. Dawes Hicks (M.A., Ph.D., Litt.D., Professor of Philosophy in University College London) |
| 250 | |a First paperback edition | ||
| 264 | 1 | |a Cambridge |b Cambridge University Press |c 2016 | |
| 300 | |a xiii, 188 Seiten | ||
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| 490 | 0 | |a The Cambridge psychological library | |
| 500 | |a First published 1926 | ||
| 505 | 8 | |a The possibility and value of a theory of education -- The general nature and growth of mind -- Growth of mind: childhood and youth -- Perception of objects and training to observe -- Retentiveness, reproduction and imagination -- Thinking, abstraction and generalization -- Intellectual and logical training --Education values -- Development of will and formation of habits and character -- Volition, sense of justice, and benevolence -- Discipline and authority -- The moral education of the young -- Individuality -- Personality the final aim of education | |
| 653 | 0 | |a Educational psychology | |
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Datensatz im Suchindex
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|---|---|
| adam_text | CONTENTS
Lecture I
THE POSSIBILITY AND VALUE OF A THEORY OF EDUCATION
A Science of Education theoretically possible .... page i
Experience and Scientific Theory.....................................3
Practical Worth of theoretical knowledge.............................4
Meaning of the Term 1 Education *..............................6
Aim of Education ......... 8
Training and Instruction................................... . 10
Training as directed growth .. . . . . . . 13
Importance of Interest..............................................14
Lecture II
THE GENERAL NATURE AND GROWTH OF MIND
Physical Education within the Province of Educational Theory . 17
The erroneous Doctrine of Mental Faculties , . . . 18
Function of Brain and Nerves ....... 20
Structure of the Mind.......................................21
Formation of Complexes ........ 23
Early Stages of Consciousness: Infancy ..... 25
Function of Interest in the Growth of Mind .... 29
Value and Dangers of the Kindergarten System . . . . 32
Lecture III
GROWTH OF MIND (cont.): CHILDHOOD AND YOUTH
Beginning of Thinking.........................35
Trains of Representations and their Control by Suggestion and
Attention .......... 36
Imagination a species of Thought..............38
Nature of Thought in the narrower sense: Attainment of Concepts 39
Intellectual Interest: Pleasures of Thinking . . . . 41
Curiosity and what it implies.................43
Abstraction and the Formation of the higher Concepts . . 46
Lecture IV
PERCEPTION OF OBJECTS AND TRAINING TO OBSERVE
Perception of an external object, a complex process ... 49
‘Training of the Senses,* an ambiguous phrase .... 50
The Higher Senses ......... 50
Perception of Things, Events and Qualities . . . . 51
Perception, an active intellectual exercise . . . . . 51
Importance of Observation ....... 52
Psychological Conditions of Training in Sense-Knowledge . . 53
x Contents
Time necessary for the Appropriation of new Knowledge
Language must wait on Knowledge of Fact
The so-called Object-Lesson .
[Note on the Nature of Perception. Ed.]
page 54
55
56
56
Lecture V
RETENTIVENESS, REPRODUCTION AND IMAGINATION
How the Mechanism of Ideation works ..... 60
Conditions of Retention ........ 61
Influence of Moods and Emotions ...... 63
Dependence of Reproduction upon Association of Ideas . 64
Advantages of Obliviscence ................................65
Learning by heart .........................................67
Popular Fallacy of a general Faculty of Memory . . · · 68
Facts of Association: Law of Contiguity ..... 69
Learning by Understanding : Law of Similarity . . 7°
Separation of Memory and Understanding, an Abstraction . . 72
Imagination .....····· 72
Lecture VI
THINKING, ABSTRACTION AND GENERALIZATION
Psychological and Logical Treatment of Thought
Pure Thought, an Abstraction .......
Language and its use in Thinking ......
Names, as attributes of Things or Facts .
Thought and Imagination: Generic Images ....
Words, though indispensable Aids to Thought, may prove
impediments .........
How words enable the saving of time in dealing with imagination
Symbolic and Logical Thinking .......
Bearing of the logical scheme upon actual thinking
Importance of knowing the Connotation of Words
The exacter logical training .......
74
76
77
78
78
79
80
81
82
83
84
Lecture VII
INTELLECTUAL AND LOGICAL TRAINING
Recapitulation of chief points . . . . . .85
Dangers of Symbolic Thinking ....... 85
Descartes Rules for the Guidance of Thought .... 86
Training of the Mind in thinking ...... 87
Thought in progress ......... 88
The Method of Discovery and the Method of Instruction . 89
Importance of the History of a Science from educational standpoint 90
Combination of the Analytic and Synthetic Methods . . . 91
Difference between Certainty and Probability .... 92
Descartes’ Account of Error ....... 93
Sources of Error ......... 95
Means of fostering love of Truth ...... g
Contents
XI
Lecture VIII
EDUCATION VALUES
The Phrase * education values *...................· page 97
What do we mean by education?...................................98
Claims of Society and Need for Instruction in Political Science . 99
Claims of Individuality.........................................100
Evils of Over-specialization . . · . · . .102
Defunct Doctrine of Faculties applied to Education . . .103
Ideal of Education..............................................103
Education Value of a subject dependent on the stage at which it is
proposed to teach it........................................104
Education Value of a Study dependent upon the mode in which it
is handled................................................. 105
Science as a means of Education................................106
The Education Value of Mathematics and Logic . . *107
The Study of Language and Literature............................109
Value of Greek Literature.......................................no
Greek and Latin Grammar, as Means of Education . . , rio
Lecture IX
DEVELOPMENT OF WILL AND FORMATION OF
HABITS AND CHARACTER
Uniformity in Moral Character . . . , . . .114
Uniformities in the Growth of Human Character . . . 114
Conditions of Moral Growth........................................115
Human Activity determined by Pleasure and Pain . . . 115
Desire and Wish...................................................116
Conduct not primarily determined by the pleasure that will ensue
in the future . . ♦ . * . . .117
Rational Principle of Self-Love...................................118
Business of the Educator to make the Young masters of themselves 119
Power of controlling desires......................................120
Obedience demanded should be reasonable . . . .120
Reasonable Commands...............................................121
Reverence for law.................................................122
Seeing things from the child’s point of view . . . .123
Lecture X
VOLITION, SENSE OF JUSTICE, AND BENEVOLENCE
Desire of Well-being on the whole...............................125
Practical Reason in its simplest form . 126
Need of relieving natural appetites before they become excessive . 126
Advance in quality of life......................................127
Reason and Knowledge necessary for determining well-being . 129
Self-preservation and Reason....................................130
The Pleasures of Activity . . ..........................13°
Contents
0 0
Xll
Consecration to Work . page 131
Strength of Will and Love of Work..................................132
Formation of Habits and evil of substituting habits for Principles 132
Danger of Fossilisation.............................................134
Justice and Benevolence.............................................134
Lecture XI
DISCIPLINE AND AUTHORITY
What Sympathy involves . .............................137
Sympathy with the Happiness of Others.....................138
Means by which the habit of entering into the lives of others is to
be developed ......... 139
Influence of the Teacher s personality....................140
How the Young regard their elders.........................142
Maintenance of Discipline ........ 143
The Guidance of Public Opinion in a School . . . .143
How the discipline of a school differs from the law of the land . X4S
Lecture XII
THE MORAL EDUCATION OF THE YOUNG
Advantage of the 4 new thought * as regards Moral Education . 147
Demoralizing Effect of Doctrine of Original Sin .... 148
Shortcomings of the Naturalistic Theory from the point of view of
Moral Training . 149
Intuitional and Utilitarian Ethics . . . . . .150
The lowly Genesis of Conscience no weakening of its Authority . 152
Reference to Time misleading: Time qualifies Existence and not
Truth....................................................153
Moral Principles ‘eternal and immutable*.....................154
Lecture XIII
INDIVIDUALITY
Atoms and Individuals . . . . . . . . i55
Persistent and Progressive Types of Living Things . . . 155
Stationary and progressive Societies . . . . . .156
Imitation essential in primitive Societies . . . . .156
Evils of Imitation and of Custom in more developed Societies . 157
Analogy of Hypnotism ........ 158
Progress during last Century . . . . . . . 159
Education in Germany and the United States of America . . 160
Intense Individualism of the English Mind and the Nationalization
of Education ......... 162
The unconscious Tyranny of the Majority . . . . .163
Toleration is not enough ........ 164
The Nurturing and Maturing of Individuality, the main business
of Education ...... ... 165
Contents
Xlll
Each Individual sui generis ....
Need of Men and Women of mediocre talent
Solidarity of Modem Civilization
What the New Century demands of us
page 166
. 167
. 168
. 169
Lecture XIV
PERSONALITY THE FINAL AIM OF EDUCATION
Social Heredity ........................................
Physical Heredity comes first...........................
Social Dysgenics ........
The Aim of Social Eugenics ......
Dangers of misapplication of Social Eugenics
Pure Altruism and Pure Egoism alike one-sided .
The New Education we need ......
Ideal End of Educational Reforms........................
Movement from Status to Free Contract the law of Progress
What the ideal Society will be like.....................
Influence of Great Men..................................
Stability and Progress.............................
The early and rapidly developing Personality of the Young
Enfranchisement of Children.............................
Reverence for the Child .......
The True National Education.............................
171
171
17 2
172
173
174
174
175
176
177
178
179
180
181
182
183
INDEX
184
|
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| contents | The possibility and value of a theory of education -- The general nature and growth of mind -- Growth of mind: childhood and youth -- Perception of objects and training to observe -- Retentiveness, reproduction and imagination -- Thinking, abstraction and generalization -- Intellectual and logical training --Education values -- Development of will and formation of habits and character -- Volition, sense of justice, and benevolence -- Discipline and authority -- The moral education of the young -- Individuality -- Personality the final aim of education |
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| spelling | Ward, James 1843-1925 Verfasser (DE-588)1037193148 aut Psychology applied to education a series of lectures on the theory & practice of education by the late James Ward (Sc.D. cantab., LL.D. edin., D.SC. oxon, Fellow of the British Academy and of the New York Academy of Sciences, Professor of mental philosophy, Cambridge ; edited by G. Dawes Hicks (M.A., Ph.D., Litt.D., Professor of Philosophy in University College London) First paperback edition Cambridge Cambridge University Press 2016 xiii, 188 Seiten txt rdacontent n rdamedia nc rdacarrier The Cambridge psychological library First published 1926 The possibility and value of a theory of education -- The general nature and growth of mind -- Growth of mind: childhood and youth -- Perception of objects and training to observe -- Retentiveness, reproduction and imagination -- Thinking, abstraction and generalization -- Intellectual and logical training --Education values -- Development of will and formation of habits and character -- Volition, sense of justice, and benevolence -- Discipline and authority -- The moral education of the young -- Individuality -- Personality the final aim of education Educational psychology Hicks, George Dawes 1862-1941 (DE-588)116796510 edt Digitalisierung UB Bamberg - ADAM Catalogue Enrichment application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=029672729&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Ward, James 1843-1925 Psychology applied to education a series of lectures on the theory & practice of education The possibility and value of a theory of education -- The general nature and growth of mind -- Growth of mind: childhood and youth -- Perception of objects and training to observe -- Retentiveness, reproduction and imagination -- Thinking, abstraction and generalization -- Intellectual and logical training --Education values -- Development of will and formation of habits and character -- Volition, sense of justice, and benevolence -- Discipline and authority -- The moral education of the young -- Individuality -- Personality the final aim of education |
| title | Psychology applied to education a series of lectures on the theory & practice of education |
| title_auth | Psychology applied to education a series of lectures on the theory & practice of education |
| title_exact_search | Psychology applied to education a series of lectures on the theory & practice of education |
| title_full | Psychology applied to education a series of lectures on the theory & practice of education by the late James Ward (Sc.D. cantab., LL.D. edin., D.SC. oxon, Fellow of the British Academy and of the New York Academy of Sciences, Professor of mental philosophy, Cambridge ; edited by G. Dawes Hicks (M.A., Ph.D., Litt.D., Professor of Philosophy in University College London) |
| title_fullStr | Psychology applied to education a series of lectures on the theory & practice of education by the late James Ward (Sc.D. cantab., LL.D. edin., D.SC. oxon, Fellow of the British Academy and of the New York Academy of Sciences, Professor of mental philosophy, Cambridge ; edited by G. Dawes Hicks (M.A., Ph.D., Litt.D., Professor of Philosophy in University College London) |
| title_full_unstemmed | Psychology applied to education a series of lectures on the theory & practice of education by the late James Ward (Sc.D. cantab., LL.D. edin., D.SC. oxon, Fellow of the British Academy and of the New York Academy of Sciences, Professor of mental philosophy, Cambridge ; edited by G. Dawes Hicks (M.A., Ph.D., Litt.D., Professor of Philosophy in University College London) |
| title_short | Psychology applied to education |
| title_sort | psychology applied to education a series of lectures on the theory practice of education |
| title_sub | a series of lectures on the theory & practice of education |
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