Talks To Teachers On Psychology; And To Students On Some Of Life's Ideals eBook

This eBook from the Gutenberg Project consists of approximately 217 pages of information about Talks To Teachers On Psychology; And To Students On Some Of Life's Ideals.

Talks To Teachers On Psychology; And To Students On Some Of Life's Ideals eBook

This eBook from the Gutenberg Project consists of approximately 217 pages of information about Talks To Teachers On Psychology; And To Students On Some Of Life's Ideals.

An old historic divergence of opinion comes in here.  Popular belief has always tended to estimate the worth of a man’s mental processes by their effects upon his practical life.  But philosophers have usually cherished a different view.  “Man’s supreme glory,” they have said, “is to be a rational being, to know absolute and eternal and universal truth.  The uses of his intellect for practical affairs are therefore subordinate matters.  ‘The theoretic life’ is his soul’s genuine concern.”  Nothing can be more different in its results for our personal attitude than to take sides with one or the other of these views, and emphasize the practical or the theoretical ideal.  In the latter case, abstraction from the emotions and passions and withdrawal from the strife of human affairs would be not only pardonable, but praiseworthy; and all that makes for quiet and contemplation should be regarded as conducive to the highest human perfection.  In the former, the man of contemplation would be treated as only half a human being, passion and practical resource would become once more glories of our race, a concrete victory over this earth’s outward powers of darkness would appear an equivalent for any amount of passive spiritual culture, and conduct would remain as the test of every education worthy of the name.

It is impossible to disguise the fact that in the psychology of our own day the emphasis is transferred from the mind’s purely rational function, where Plato and Aristotle, and what one may call the whole classic tradition in philosophy had placed it, to the so long neglected practical side.  The theory of evolution is mainly responsible for this.  Man, we now have reason to believe, has been evolved from infra-human ancestors, in whom pure reason hardly existed, if at all, and whose mind, so far as it can have had any function, would appear to have been an organ for adapting their movements to the impressions received from the environment, so as to escape the better from destruction.  Consciousness would thus seem in the first instance to be nothing but a sort of super-added biological perfection,—­useless unless it prompted to useful conduct, and inexplicable apart from that consideration.

Deep in our own nature the biological foundations of our consciousness persist, undisguised and undiminished.  Our sensations are here to attract us or to deter us, our memories to warn or encourage us, our feelings to impel, and our thoughts to restrain our behavior, so that on the whole we may prosper and our days be long in the land.  Whatever of transmundane metaphysical insight or of practically inapplicable aesthetic perception or ethical sentiment we may carry in our interiors might at this rate be regarded as only part of the incidental excess of function that necessarily accompanies the working of every complex machine.

I shall ask you now—­not meaning at all thereby to close the theoretic question, but merely because it seems to me the point of view likely to be of greatest practical use to you as teachers—­to adopt with me, in this course of lectures, the biological conception, as thus expressed, and to lay your own emphasis on the fact that man, whatever else he may be, is primarily a practical being, whose mind is given him to aid in adapting him to this world’s life.

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Talks To Teachers On Psychology; And To Students On Some Of Life's Ideals from Project Gutenberg. Public domain.