Human Conduct: A Textbook in General Philosophy and Applied Psychology for Students in High Schools, Academies, Junior Colleges, and for the General Reader
Human Conduct: A Textbook in General Philosophy and Applied Psychology for Students in High Schools, Academies, Junior Colleges, and for the General Reader
Excerpt from Human Conduct: A Textbook in General Philosophy and Applied Psychology for Students in High Schools, Academies, Junior Colleges, and for the General Reader The second distinguishing feature of the work is the effort to emotionalize the instruction. It is not ideas alone, but ideas warmed with emotion, that get carried into action. Hence the author's chief effort was to build up strong impres sions and emotionalized 'attitudes rather than merely to give speculative knowledge. This was attempted partly through ...
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Excerpt from Human Conduct: A Textbook in General Philosophy and Applied Psychology for Students in High Schools, Academies, Junior Colleges, and for the General Reader The second distinguishing feature of the work is the effort to emotionalize the instruction. It is not ideas alone, but ideas warmed with emotion, that get carried into action. Hence the author's chief effort was to build up strong impres sions and emotionalized 'attitudes rather than merely to give speculative knowledge. This was attempted partly through the use of such arguments and such relative emphasis as are calculated to arouse feeling, and particularly through the use of literary quotations embodied in the text Wherever it seemed that they could contribute toward building up a dynamic attitude. For this reason, too, anything that might tend to break the force of the impression was avoided. Qualifying phrases which strict scientific accuracy would sometimes require have been omitted for the sake of clearness and emphasis. In conducting this course the teacher should lead in a reaction upon the text. The typical question should not be What does the book say? But Is the author. Right? Give examples from your own experience, How does this principle apply to such and such practical situation? Etc. A number of such questions, supplementary to the text and calling for reaction upon it, is appended to each chapter. It will, of course, be obvious how intimately a work such as this bears upon the vexed problem of moral training in the high school. It undertakes to provide the student with principles for the control of conduct and, as such, constitutes moral instruction in the broadest sense. The author believes that moral instruction in the high school must take on a more systematic and intellectual form than in the grades, but a less philosophical form than in the college, and hopes that this book may be of some service in providing a basis for such instruction. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at ... This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
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