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 improve the golden moment of opportunity, and catch the good that is within our reach, is the great art of life.
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.
Psychology is a science, and teaching is an art; and sciences never generate arts directly out of themselves.
It is only the fundamental conceptions of psychology which are of real value to a teacher.
Psychology ought certainly to give the teacher radical help.
The worst thing that can happen to a good teacher is to get a bad conscience about her profession because she feels herself hopeless as a psychologist.
What a teacher needs to know about psychology "might almost be written on the palm of one's hand."
The amount of psychology which is necessary to all teachers need not be very great.
Psychology saves us from mistakes. It makes us more clear as to what we are about. We gain confidence in respect to any method which we are using as soon as we believe that it has theory as well as practice at its back.
In teaching, you must simply work your pupil into such a state of interest in what you are going to teach him that every other object of attention is banished from his mind; then reveal it to him so impressively that he will remember the occasion to his dying day; and finally fill him with devouring curiosity to know what the next steps in connection with the subject are.
Ingenuity in meeting and pursuing the pupil, that tact for the concrete situation, though they are the alpha and omega of the teacher's art, are things to which psychology cannot help us in the least.
The science of logic never made a man reason rightly, and the science of ethics never made a man behave rightly. The most such sciences can do is to help us to catch ourselves up and check ourselves, if we start to reason or to behave wrongly; and to criticise ourselves more articulately after we have made mistakes.
You make a great, very great mistake, if you think that psychology, being the science of the mind's laws, is something from which you can deduce definite programmes and schemes and methods of instruction for immediate schoolroom use.
As the art of reading (after a certain stage in one's education) isthe art of skipping, so the art of being wise is the art of knowing what to overlook.