William James
William James
William Jameswas an American philosopher and psychologist who was also trained as a physician. The first educator to offer a psychology course in the United States, James was one of the leading thinkers of the late nineteenth century and is believed by many to be one of the most influential philosophers the United States has ever produced, while others have labelled him the "Father of American psychology". Along with Charles Sanders Peirce and John Dewey, he is considered to be...
NationalityAmerican
ProfessionPhilosopher
Date of Birth11 January 1842
CityNew York City, NY
CountryUnited States of America
To know psychology, therefore, is absolutely no guarantee that we shall be good teacher.
I take it that no man is educated who has never dallied with the thought of suicide.
...By far the most usual way of handling phenomena so novel that they would make for a serious rearrangement of our preconceptions is to ignore them altogether, or to abuse those who bear witness for them.
The difference between an interesting and a tedious teacher consists in little more than the inventiveness by which the one is able to mediate these associations and connections, and in the dullness in discovering such transitions which the other shows.
If, then, you wish to insure the interest of your pupils, there is only one way to do it; and that is to make certain that they have something in their minds to attend with, when you begin to talk. That something can consist in nothing but a previous lot of ideas already interesting in themselves, and of such a nature that the incoming novel objects which you present can dovetail into them and form with them some kind of a logically associated or systematic whole.
It is as important to cultivate your silence power as your word power.
Considering the inner fitness of things, one would rather think that the very first act of a will endowed with freedom should be to sustain the belief in the freedom itself.
The exercise of voluntary attention in the schoolroom must therefore be counted one of the most important points of training that take place there; and the first-rate teacher, by the keenness of the remoter interests which he is able to awaken, will provide abundant opportunities for its occurrence.
Our volitional habits depend, then, first, on what the stock of ideas is which we have; and, second, on the habitual coupling of the several ideas with action or inaction respectively.
You perceive now, my friends, what your general or abstract duty is as teachers. Although you have to generate in your pupils a large stock of ideas, any one of which may be inhibitory, yet you must also see to it that no habitual hesitancy or paralysis of the will ensues, and that the pupil still retains his power of vigorous action.
Volition . . . takes place only when there are a number of conflicting systems of ideas, and depends on our having a complex field of consciousness.
In all this process of acquiring conceptions, a certain instinctive order is followed. There is a native tendency to assimilate certain kinds of conception at one age, and other kinds of conception at a later age.
Be patient and sympathetic with the type of mind that cuts a poor figure in examinations. It may, in the long examination which life sets us, come out in the end in better shape than the glib and ready reproducer, its passions being deeper, its purposes more worthy, its combining power less commonplace, and its total mental output consequently more important.
The art of remembering is the art of thinking. When we wish to fix a new thing in either our own mind or a pupil's, our conscious effort should not be so much to impress and retain it as to connect it with something else already there. The connecting is the thinking; and, if we attend clearly to the connection, the connected thing will certainly be likely to remain within recall.