This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1913 Excerpt: ...those critical periods of blind struggle: and a theory of life or a theory of education that fails to account for these is bound to break down in practice. Let us examine Professor Howerth on this point: "There must always be some motive for action. If any one is led to do a disagreeable thing merely for the purpose of ...
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This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1913 Excerpt: ...those critical periods of blind struggle: and a theory of life or a theory of education that fails to account for these is bound to break down in practice. Let us examine Professor Howerth on this point: "There must always be some motive for action. If any one is led to do a disagreeable thing merely for the purpose of cultivating his will, obviously it is the reflected interest of the desired end, namely, will' power, that impels him to action. "Teachers sometimes say that in order to develop the will, children must be made to do what they do not want to do. Of course, that, in any strict sense of the word, cannot be done except by physical compulsion." (P. 92.) The Confusion of "Desire" and "Need." A little reflection upon this assertion--so thoroughly typical of the "interest" writers--will reveal some rather questionable reasoning. Whatever one does, one wants to do, one desires to do either because of immediate or remote results; consequently you cannot "make"' a child do what he does not want to do.--unless you tfike him by main force and, as it were, move his muscles for him; in which case, of course, he has not done the act; you have done it for him. The obvious confusion here--and the source of the dynamite in the doctrine of interest--lies in extending the meaning of "desire" and "want" far beyond the limits which everyday speech sets to these terms. Of course when I do something against my desire, I may have (I deny that I always have) an ulterior motive. On a bright spring morning, I may desire above everything else to go fishing. As a matter of hard, cold fact, I repress this desire and go to my oflice. Habit usually takes me there, --often against my "desire,"-...
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Add this copy of School and Home Education, Volume 32 to cart. $67.25, good condition, Sold by Bonita rated 4.0 out of 5 stars, ships from Newport Coast, CA, UNITED STATES, published 2011 by Nabu Press.
