The Mind And Its Education Book in PDF, ePub and Kindle version is available to download in english. Read online anytime anywhere directly from your device. Click on the download button below to get a free pdf file of The Mind And Its Education book. This book definitely worth reading, it is an incredibly well-written.
The Mind and Its Education by George Herbert Betts Pdf
"The Mind and Its Education" by George Herbert Betts is a book about our ability to learn that is more than a century old but remains topical, for the questions the author raised still wait for answers. Betts speaks about the impossibility of physical research of the mind but proposes another way of experimentation to learn how our mind perceives and stores information or creates images.
The Mind And Its Education by George Herbert Betts Pdf
This Book Is A Study Of Mind And Its Education. It Is Easy To Understand How We May Investigate The Great World Of Material Things About Us; For We Can See Ti, Touch It, Weight It, Or Measure It. But How Are We To Discover The Nature Of Mind Or Come To Know The Processes By Which Consciousness Works? For Mind Is Intangible, We Can Not See It, Feel It Or Hand It. Mind Belongs Not To The Realm Of Matter Which Is Known To The Senses, But To The Realm Of Spirit, Which The Senses Can Never Grasp. And Yet The Mind Can Be Known And Studied As Truly And As Scientifically As Can The World Of Matter. The Subject Matter Of This Book Is Made Concrete And Practical By The Use Of Several Illustrations And Through Application To Real Problems. The Style Has Been Kept Easy And Familiar To Facilitate The Reading And Hope That The Book Would Be Of Interest And Value To Students Of All Ages And To The General Public As Well. Contents Chapter 1: The Mind Or Conscoiusness; How The Mind Is To Be Known: Personal Character Of Consciousness, Introspection The Onlt Means Of Discovering Nature Of Consciousness, How We Introspect, Studying Mental States Of Others Through Expression, Learning To Interpret Expression, The Nature Of Consciousness: Innernature Of The Mind Not Revealed By Introspection, Consciousness As A Process Or Stream, Consciousness Likened To A Field, The Piling Up Of Cocsciousness Is Attention; Content Of The Mental Stream: Why We Need Minds, Content Of Consciousness Determined By Function, Three Fundamental Phases Of Consciousness, Where Consciousness Resides: Consciousness Works Through The Nervous System, Problems In Observation And Introspection; Chapter 2: Attention; Nature Of Attention: The Nature Of Attention, Normal Consciousness Always In A State Of Attention, The Effects Of Attention: Attention Makes Its Object Clear And Definite, Attention Measures Mental Efficiency, How We Attend: Attention A Relating Activity, The Rhythms Of Attention, Points Of Failure In Attention: Lack Of Concentration, Mental Wandering, Types Of Attention: The Three Types Of Attention, Interest And Non-Voulutary Attention, The Will And Voluntary Attention, Not Really Different Kinds Of Attention, Improving The Power Of Attention, Making Different Kinds Of Attention Reinforce Each Other, The Habit Of Attention, Problems In Observation And Introspection; Chapter 3: The Brain And Nervous System; The Relation Of Mind And Brain: Interaction Of Mind And Brain, The Brain As The Mind S Machine, The Mind S Dependence On The External World: The Mind At Birth, The Work Of The Senses, Structural Elements Of The Nervous System: The Neuron, Neuron Fibers, Neuralgia, Complexity Of The Brain, Gray And White Matter, Gross Structure Of The Nervour System: Divisions Of The Nervour System, The Central System, The Cerebellum, The Cerebrum, The Cortex, The Spinal Cord, Localization Of Function In The Nervous System: Division Of Labor, Division Of Labor In The Cortex, Forms Of Sensory Stimuli: The End-Organs And Their Response To Stimuli, Dependence Of The Mind On The Senses; Chapter 4: Mental Development And Motor Training; Factors Determining The Efficiency Of The Nervous System: Development And Nutrition, Undeveloped Cells, Development Of Nerve Fibers, Development Of Nervous System Through Use: Importance Of Stimulus And Response, Effect Of Sensory Stimuli, Necessity For Motor Activity, Development Of The Association Centers, The Factors Involved In A Simple Action, Education And The Training Of The Nervous System: Education To Supply Opportunities For Stimulus And Response, Order Of Development In The Nervous System, Importance Of Health And Vigor Of The Nervours System: The Influence Of Fatigue, The Effects Of Worry, The Factors In Good Nutrition, Problems For Introspection And Observation; Chapter 5: Habit; The Nature Of Habit: The Physical Basis Of Habit, All Living Tissue Plastic, Habit A Modification Of Brain Tissue, We Must Form Habits, The Place Of Habit In The Economy Of Our Lives: Habit Increases Skill And Efficiency, Habit Saves Efforts And Fatigue, Habit Economizes Moral Effort, The Habit Of Attention, Habit Enables Us To Meet The Disagreeable, Habit The Foundatin Of Personality, Habit Saves Worry And Rebellion, The Tyranny Of Habit: Even Good Habits Need To Be Modified, The Tendency Of Ruts , Habit-Forming A Part Of Education: Youth The Time For Habit-Forming, The Habit Of Achievement, Rules For Habit-Forming: James S Three Maxims For Habit-Forming, The Preponderance Of Good Habits Over Bad, Problems In Observatin And Introspection; Chapter 6: Sensation; How We Come To Know The External World: Knowledge Through The Senses, The Unity Of Sensory Experience, The Sensory Processes To Be Explained, The Qualities Of Objects Exist In The Mind, The Three Sets Of Factors, The Nature Of Sensation: Sensation Gives Us Our World Of Qualities, The Attributes Of Sensation, Sensory Qualities And Their End Organs: Sight, Hearing, Taste, Smell, Various Sensations From The Skin, The Kinesthetic Senses, The Organic Senses, Problems In Observation And Retrospection; Chapter 7: Perception; The Function Of Perception: Need Of Knowing The Material World, The Problem Which Confronts The Child, The Nature Of Perception: How A Percept Is Formed, The Percept Involves All Relations Of The Object, The Content Of The Percept, The Accuracy Of Percepts Depends On Experience, Not Definitions, But First-Hand Contact, The Perception Of Space: The Perceiving Of Distance, The Perceiving Of Direction, The Perception Of Time: Nature Of The Time Sense, No Perception Of Empty Time, The Training Of Perception: Perception Needs To Be Trained, School Training In Perception, Problems In Observation And Introspection; Chapter 8: Mental Images And Ideas; The Part Played By Past Experience: Present Thinking Depends On Past Experience, The Present Interpreted By The Past, The Future Also Depends On The Past, Rank Determined By Ability To Utilize Past Experience, How Past Experience Is Conserved: Past Experience Conserved In Both Mental And Physical Terms, The Image And The Idea, All Our Past Experience Potentially At Our Command, Individually Differences In Imagery: Images To Be Viewed By Introspection, The Varies Imagery Suggested By One S Dining Table, Power Of Imagery Varies In Different People, Imagery Types, The Function Of Images: Images Supply Material For Imagination And Memory, Imagery In The Thought Processes, The Use Of Imagery In Literature, Points Where Images Are Of Greatest Service, The Cultivation Of Imagery: Images Depend On Sensory Stimuli, The Influence Of Frequent Recall, The Reconstruction Of Our Images, Problems In Introspection And Observation; Chapter 9: Imagination; The Place Of Imaginatin In Mental Economy: Practical Nature Of Imagination, Imagination In The Interpretation Of History, Literature And Art, Imagination And Science, Everyday Uses Of Imaginatin, The Building Of Ideals And Plans, Imagination And Conduct, Imagination And Thinking, The Material Used By Imagination: Images The Stuff Of Imagination, The Two Factors In Imaginatin, Imagination Limited By Stock Of Images, Limited Also By Our Constructive Ability, The Need Of A Purpose, Types Of Imagination: Reproductive Imagination, Creative Imagination, Training The Imagination: Gathering Of Material For Imagination, We Must Not Fail To Build, We Should Carry Our Ideals Into Action, Problems For Observation And Introspection; Chapter 10: Assocation; The Nature Of Association: The Neural Basis Of Association, Association The Basis Of Memory, Factors Determining Direction Of Recall, Association In Thinking, Association And Action, The Tupes Of Association: Fundamental Law Of Association, Association By Contiguity, At The Mercy Of Our Associations, Association By Similarity And Contrast, Partial Or Selective, Association, The Remedy, Training In Association: The Pleasure-Pain Motive In Association, Interest As A Basis Of Assocation, Association And Methods Of Learning, Problems In Observation And Introspection; Chapter 11: Memory; The Nature Of Memory: What Is Retained, The Physical Basis Of Memory, How We Remember, Dependence Of Memory On Brain Quality, The Four Factors Involved In Memory: Registration, Tetention, Recall, Recognition, The Stuff Of Memory: Images As The Material Of Memory, Images Vary As To Type, Other Memory Material, Laws Underlying Memory: The Law Of Association, The Law Of Repetition, The Law Of Decency, The Law Of Vividness, Rules For Using The Memory: Wholes Versus Parts, Rate Of Forgetting, Divided Practice, Forcing The Memory To Act, Not A Memory, But Memories, What Constitutes A Good Memory: A Good Memory Selects Its Material, A Good Memory Requires Good Thinking, Memory Must Be Specialized, Memory Devices: The Effects Of Cramming, Remembering Isolated Facts, Mnemonic Devices, Problems In Observation And Introspection; Chapter 12: Thinking; Different Types Of Thinking: Chance Or Idle Thinking, Uncritical Belief, Assimilative Thinking, Deliberative Thinking, The Function Of Thinking: Meaning Depends On Relations, The Function Of Thinking Is To Discover Relations, Near And Remote Relations, Child And Adult Thinking, The Mechanism Of Thinking: Sensation And Percepts As Elements In Thinking, The Concept: The Concepts Serve To Group And Classify, Growth Of A Concept, Definition Of Concept, Language And The Concept, The Necessity For Growing Concepts, Judgment: Natue Of Judgment, Judgment Used In Percepts And Concepts, Judgment Leads To General Truths, The Validity Of Judgements, Reasoning: Nature Of Reasoning, How Judgements Function In Reasoning, Deductin And The Syllogism, Induction, The Necessity For Broad Induction, The Interrelation Of Induction And Deduction, Problems In Observation And Introspection; Chapter 13: Instinct; The Nature Of Instinct: The Baber S Dependence On Instinct, Definition Of Instinct, Instincts Are Racial Habits, Unmodified Instinct Is Blind, Law Of The Appearance And Disappearance Of Instincts: Instincts Appear In Successin As Required, Many Instincts Are Transitory, Seemingly Useless Instincts, Instincts To Be Utilized When They Appear, Instincts As Starting Points, The More Important Human Instincts, The Instinct Of Imitation: Nature Of Imitation, Individuality In Imitation, Conscious And Unconscious Imitation, Influence Of Environment, The Influence Of Personality, The Instinct Of Play: The Necessity For Play, Play In Development And Education, Work And Play Are Complements, Other Useful Instincts: Curiosity, Manipulation, The Collecting Instinct, The Dramatic Instinct, The Impulse To Form Gangs And Clubs, Fear: Fear Heredity, Fear Of The Dark, Fear Of Being Left Alone, Other Undersirable Insitincts: Selfishness, Pugnacity Or The Fighting Impulse, Problems In Observation And Introspection; Chapter 14: Feeling And Its Functions; The Nature Of Feelings: The Different Feeling Qualities, Feeling Always Present In Mental Content, The Seeming Neutral Feeling Zone, Mood And Disposition: How Mood Is Produced, Mood Colors All Our Thinking, Mood Influences Our Judgments And Decisions, Mood Influences Effort, Disposition A Resultant Of Moods, Temperatment, Permanent Feeling Attitudes Or Sentiments: How Sentiments Develop, The Effect Of Experience, The Influence Of Sentiment, Sentiments As Motives, Problems In Observation And Introspection; Chapter 15: The Emotions; The Producing And Expressing Of Emotion: Physiological Explanation Of Emotion, Origin Of Characteristic Emotional Reactions, The Ducation Of An Emotion, Emotions Accompanying Crises In Experience, The Control Of Emotions: Dependence On Expression, Relief Through Expression, Relief Does Not Follow If Image Is Held Before The Mind, Growing Tendency Toward Emotional Control, Cultivation Of The Emotions: The Emotions And Enjoyment, How Emotions Develop, The Emotional Factor In Our Environment, Literature And The Cultivation Of The Emotions, Harm In Emotional Overexcitement, Emotions As Motives: How Our Emotions Compel Us, Emotional Habits, Problems In Observaton And Introspection; Chapter 16: Interest: The Natue Of Interest: Interest A Selective Agent, Interest Supplies A Subjective Scale Of Values, Interest Dynamic, Habit Antagonistic To Interest, Direct And Indirect Interest: Interest In The End Versus Interest In The Activity, Indirect Interest As A Motive, Indirect Interest Alone Insufficient, Transitoriness Of Certain Interests: Interests Must Be Utilized When They Appear, The Value Of A Strong Interest, Selection Among Our Interests: The Mistake Of Following Too Many Interests, Interests May Be Too Narrow, Specialization Should Not Come Too Early, A Proper Balance To Be Sought, Interest Fundamental In Education: Interest Not Antagonistic To Effort, Interest And Character, Order Of Development Of Our Interests: The Interest Of Early Childhood, The Interests Of Later Childhood, The Interests Of Adolescence, Problems In Observation And Introspection; Chapter 17: The Will; The Nature Of The Will: The Content Of The Will, The Function Of The Will, How The Will Exerts Its Compulsion, The Extent Of Voluntary Control Over Our Acts: Classes Of Acts Or Response, Simple Reflex Acts, Instinctive Acts, Automatic Or Spontaneous Acts, The Cycle From Volitional To Automatic, Volitional Action, Volition Acts In The Making Of Decisions, Types Of Decision, The Reasonable Type, Accidental Tupe: External Motives, Accidental Type: Subjective Motives, Decision Under Efforts, Strong And Weak Wills: Not A Will, But Wills, Objective Tests A False Measure Of Will Power, Volitional Types: The Impulsive Type, The Obstructed Will, The Normal Will, Training The Will: Will To Be Trained In Common Round Of Duties, School Work And Will-Training, Freedom Of The Will Or The Extent Of Its Control: Limitations Of The Will, These Limitations And Conditions Of Freedom, Problems In Observation And Introspection; Chapter 18: Self-Expression And Development; Interrelation Of Impression And Expression: The Many Sources Of Impressions, All Impressions Lead Toward Expression, Limitations Of Expression, The Place Of Expression In Development: Intellectual Value Of Expression, Moral Value Of Expression, Religious Value Of Expression, Social Value Of Expression, Educational Use Of Expression: Easier To Provide For The Impression Side Of Education, The School To Take Up The Handicrafts, Expression And Character, Two Lines Of Development, Problems In Introspection And Onservation.
The Mind and Its Education / By George Herbert Betts by George Herbert Betts Pdf
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
In effecting the present revision, the salient features of the original edition have been kept. The truths presented are the most fundamental and important in the field of psychology. Disputed theories and unsettled opinions are excluded. The subject matter is made concrete and practical by the use of many illustrations and through application to real problems. The style has been kept easy and familiar to facilitate the reading. In short, there has been, while seeking to improve the volume, a conscious purpose to omit none of the characteristics which secured acceptance for the former edition. Many of the modifications made in the revision are due to valuable suggestions and kindly criticisms received from many teachers of the text in various types of schools. To all who have thus helped so generously by freely giving the author the fruits of their judgment and experience he gladly renders grateful thanks.
The Mind and Its Education by George Herbert Betts Pdf
The Mind and Its Education: Large Print By George Herbert Betts We are to study the mind and its education; but how? It is easy to understand how we may investigate the great world of material things about us; for we can see it, touch it, weigh it, or measure it. But how are we to discover the nature of the mind, or come to know the processes by which consciousness works? For mind is intangible; we cannot see it, feel it, taste it, or handle it. Mind belongs not to the realm of matter which is known to the senses, but to the realm of spirit, which the senses can never grasp. And yet the mind can be known and studied as truly and as scientifically as can the world of matter. Let us first of all see how this can be done. We are delighted to publish this classic book as part of our extensive Classic Library collection. Many of the books in our collection have been out of print for decades, and therefore have not been accessible to the general public. The aim of our publishing program is to facilitate rapid access to this vast reservoir of literature, and our view is that this is a significant literary work, which deserves to be brought back into print after many decades. The contents of the vast majority of titles in the Classic Library have been scanned from the original works. To ensure a high quality product, each title has been meticulously hand curated by our staff. Our philosophy has been guided by a desire to provide the reader with a book that is as close as possible to ownership of the original work. We hope that you will enjoy this wonderful classic work, and that for you it becomes an enriching experience.
The Mind and Its Education (Classic Reprint) by George Herbert Betts Pdf
Excerpt from The Mind and Its Education This book is intended as an introduction to psychology for teachers, both in their private study and their Reading Circle classes, for students in secondary schools, normal schools or colleges, and for general readers. Its appearance is an immediate outgrowth of various courses of lectures on psychology and education given to teachers and elementary students in education. More remotely, it owes its origin to a suggestion received from Prof. John Dewey when the writer was a student in his classes. Said Professor Dewey: "The teacher is equally under the necessity of knowing each of the two factors in the educational process - culture and the child; that is, subject-matter and psychology - not the technicalities and controversial points of psychology, but its broad and fundamental truths, upon which practically all are agreed, and which, fortunately, are simple and easily understood." This statement furnishes the standpoint, in the following pages, for both subject-matter and method of treatment. First, the attempt has been made to present only fundamental truths, which, let us be thankful, are but little subject to controversy. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com 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.
The Mind and Its Education by George Herbert Betts Pdf
We are to study the mind and its education; but how? It is easy to understand how we may investigate the great world of material things about us; for we can see it, touch it, weigh it, or measure it. But how are we to discover the nature of the mind, or come to know the processes by which consciousness works? For mind is intangible; we cannot see it, feel it, taste it, or handle it. Mind belongs not to the realm of matter which is known to the senses, but to the realm of spirit, which the senses can never grasp. And yet the mind can be known and studied as truly and as scientifically as can the world of matter. Let us first of all see how this can be done.
The Mind and Its Education (Esprios Classics) by George Herbert Betts Pdf
Professor George Herbert Betts (1868-1934) was the American author of The Recitation (1910), New Ideals in Rural Schools (1913), The Mind and its Education (1916), Hygiene and Health (with Charles P. Emerson) (1919), Physiology and Hygiene (with Charles P. Emerson) (1920), How to Teach Religion (1926), and Habits for Health (with Charles P. Emerson) (1936).
Tools of the Mind by Elena Bodrova,Deborah Leong Pdf
Now in its third edition, this classic text remains the seminal resource for in-depth information about major concepts and principles of the cultural-historical theory developed by Lev Vygotsky, his students, and colleagues, as well as three generations of neo-Vygotskian scholars in Russia and the West. Featuring two new chapters on brain development and scaffolding in the zone of proximal development, as well as additional content on technology, dual language learners, and students with disabilities, this new edition provides the latest research evidence supporting the basics of the cultural-historical approach alongside Vygotskian-based practical implications. With concrete explanations and strategies on how to scaffold young children’s learning and development, this book is essential reading for students of early childhood theory and development.
The Mind and Its Education by George Herbert Betts Pdf
We are to study the mind and its education; but how? It is easy to understandhow we may investigate the great world of material things about us; for wecan see it, touch it, weigh it, or measure it. But how are we to discover thenature of the mind, or come to know the processes by which consciousnessworks? For mind is intangible; we cannot see it, feel it, taste it, or handle it.Mind belongs not to the realm of matter which is known to the senses, butto the realm of spirit, which the senses can never grasp. And yet the mindcan be known and studied as truly and as scientifically as can the world ofmatter. Let us first of all see how this can be done...
In Earth in Mind, noted environmental educator David W. Orr focuses not on problems in education, but on the problem of education. Much of what has gone wrong with the world, he argues, is the result of inadequate and misdirected education that: alienates us from life in the name of human domination causes students to worry about how to make a living before they know who they are overemphasizes success and careers separates feeling from intellect and the practical from the theoretical deadens the sense of wonder for the created world The crisis we face, Orr explains, is one of mind, perception, and values. It is, first and foremost, an educational challenge. The author begins by establishing the grounds for a debate about education and knowledge. He describes the problems of education from an ecological perspective, and challenges the "terrible simplifiers" who wish to substitute numbers for values. He follows with a presentation of principles for re-creating education in the broadest way possible, discussing topics such as biophilia, the disciplinary structure of knowledge, the architecture of educational buildings, and the idea of ecological intelligence. Orr concludes by presenting concrete proposals for reorganizing the curriculum to draw out our affinity for life.
The Mind and Its Education by George Herbert 1868- Betts Pdf
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
