The Science of Human Nature by William Henry Pyle (best ereader under 100 TXT) 📕

The third question—concerning the nature of the child—cannot be so briefly answered. In fact, it cannot be fully answered at the present time. We must know what the child’s original nature is. This means that we must know the instincts and all the other inherited capacities and tendencies. We must know the laws of building up habits and of acquiring knowledge, the laws of retention and the laws of attention. These problems constitute the subject matter of educational psychology, and at present can be only partially solved. We have, however, a very respectable body of knowledge in this field, though it is by no means complete.

The answer to the fourth question is in part dependent upon the progress in answering the third. Economical methods of training children must be dependent upon the nature of children. But in actual practice, we are trying to find out the best procedure of doing each single thing in school work; we are trying to find out by experimentation. The proper way to teach children to read, to spell, to write, etc., must be determined in each case by independent investigation, until our knowledge of the child becomes sufficient for us to infer from general laws of procedure what the procedure in a particular case should be. We venture to infer what ought to be done in some cases, but generally we feel insecure till we have proved our inference correct by trying out different methods and measuring the results.

Education will not be fully scientific till we have definite knowledge to guide us at every step. What should we teach? When should we teach it? How should we teach it? How poorly we answer these questions at the present time! How inefficient and uneconomical our schools, because we cannot fully answer them! But they are answerable. We can answer them in part now, and we know how to find out the answer in full. It is just a matter of patient and extensive investigation. We must say, then, that we have only the beginnings of a science of education. The problems which a science of education must solve are almost wholly psychological problems. They could not be solved till we had a science of psychology. Experimental psychology is but a half-century old; educational psychology, less than a quarter-century old. In the field of education, the science of psychology may expect to make its most important practical contribution. Let us, then, consider very briefly the problems of educational psychology.

Educational Psychology. Educational psychology is that division of psychology which undertakes to discover those aspects of human nature most closely related to education. These are (1) the original nature of the child—what it is and how it can be modified; (2) the problem of acquiring and organizing experience—habit-formation, memory, thinking, and the various factors related to these processes. There are many subordinate problems, such as the problem of individual differences and their bearing on the education of subnormal and supernormal children. Educational psychology is not, then, merely the application of psychology to education. It is a distinct science in itself, and its aim is the solving of those educational problems which for their solution depend upon a knowledge of the nature of the child.

The Method of Psychology. We have enumerated the various problems of psychology, now how are they solved? The method of psychology is the same as that of all other sciences; namely, the method of observation and experiment. We learn human nature by observing how human beings act in all the various circumstances of life. We learn about the human mind by observing our own mind. We learn that we see under certain objective conditions, hear under certain objective conditions, taste, smell, feel cold and warm under certain objective conditions. In the case of ourselves, we can know both our actions and our mind. In the case of others, we can know only their actions, and must infer their mental states from our own in similar circumstances. With certain restrictions and precautions this inference is legitimate.

We said the method of psychology is that of observation and experiment. The experiment is observation still, but observation subjected to exact methodical procedure. In a psychological experiment we set out to provide the necessary conditions, eliminating some and supplying others according to our object. The experiment has certain advantages. It enables us to isolate the phenomena to be studied, it enables us to vary the circumstances and conditions to suit our purposes, it enables us to repeat the observation as often as we like, and it enables us to measure exactly the factors of the phenomena studied.

A Psychological Experiment. Let us illustrate psychological method by a typical experiment. Suppose we wish to measure the individual differences among the members of a class with respect to a certain ability; namely, the muscular speed of the right hand. Psychological laboratories have delicate apparatus for making such a study. But let us see how we can do it, roughly at least, without any apparatus. Let each member of the class take a sheet of paper and a pencil, and make as many strokes as possible in a half-minute, as shown in Figure I. The instructor can keep the time with a stop watch, or less accurately with the second hand of an ordinary watch. Before beginning the experiment, the instructor should have each student taking the test try it for a second or two. This is to make sure that all understand what they are to do. When the instructor is sure that all understand, he should have the students hold their pencils in readiness above the paper, and at the signal, “Begin,” all should start at the same time and make as many marks as possible in the half-minute. The strokes can then be counted and the individual scores recorded. The experiment should be repeated several times, say six or eight, and the average score for each individual recorded.