Activity 1.5 

Preface: 

James examines the evolution of past lectures into this current format. He details his revisions, deleting much of the "scientific" fact for what is "practical and popular", and describes his belief in the pluralistic philosophy.

The proposed organizational choices made by James interest me. It seems natural for lectures to be numbered and lettered, organized with maximum efficiency in mind, James points out that this was not his goal, but to reproduce the mental state of a pupil as they see themselves. I think this active decision to omit accepted and seemingly desired academic formats will positively impact the fluidity and readability of the pieces. 

Chapter 1:

James draws a distinct line between psychology as a science, analytical and abstract, and teaching as an art, creative and concrete. He seeks to clarify popular misconceptions: first, that psychological principals are the solution to every problem in the classroom, and thus a key to educational success, and second, that a successful teacher must also be a successful psychologist.

In regards to an appreciation of balance in the teaching profession, I can’t agree with James more. One must be able to balance psychological truths with common sense teaching methods – to have a firm grasp on only one or the other will lead to a failure to connect effectively with students. 

Chapter 2: 

James provides a workable definition of stream of consciousness: that, while awake, a person always experiences a continuous motion of thoughts, perceptions, emotions, and reactions independent of actual choice. At any moment, a person is experiencing a myriad of sensations that can change from marginal points to focal points at any moment.

In literature, the style of writing that attempts to imitate how perceptions occur most accurately is also called stream of consciousness. The fact that readers often hate that style is interesting, especially since James asserts that each person experiences stream of consciousness while awake. Faulkner often utilizes this style when depicting a child’s narration. 

Chapter 3: 

James details the two functions of stream of consciousness (that it leads to either action or knowledge). James believes that a person’s mind is an aid to adapting to this world. Teachers, he suggests, should use the knowledge to train the pupils in behaviors deemed helpful in each possible circumstance.

I am interested in his assertion “No truth, however abstract, is ever perceived, that will not probably at some time influence our earthly action.” What does he mean by “truth”? By this thinking, it would seem, unless a student doesn’t perceive the teacher at all, that each action of the teacher’s will eventually affect the student’s life in some way.  

Chapter 4:

James defines education as “the organization of acquired habits of conduct and tendencies of behavior.” Basically, an education is an accumulation of habits and behaviors acquired to assist a person in navigating circumstances in his life, not particularly a set curriculum or area of study.

Since James asserts that ideals of education all “aim to organize capacities of conduct”, I wonder what the American public school system “organizational aim” is. What do students in the American school system of the twenty-first century compute as their code of conduct? I’m not exactly sure of the answer, but it seems an interesting topic (and sometimes damning) to delve into.