# ent

id: 18477
type: PRODUCT
entity:
  | | | +--------------------------------------------------------------------+ Teacher Training Series


# bib

id: 16287
title: Talks To Teachers On Psychology; And To Students On Some Of Life''s Ideals
author: James, William
txt: ./txt/16287.txt
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summary:
  mental life of their pupil as the sort of active unity which he himself The child''s native interests,--How uninteresting things acquire an Now the _immediate_ fact which psychology, the science of mind, has to state of things was what I had in mind when, a moment ago, I said there parrot-like in the schoolroom, rested on the truth that a thing merely Every teacher knows the advantage of having certain things performed by in adult life; for the acquired habits of our training have by that time from it that, in working associations into your pupils'' minds, you must mind without good desultory memory may know how to work out results and new thing in either our own mind or a pupil''s, our conscious effort No life like poverty could so get one to the heart of things and make men know their meaning, could so let us feel life and the world


id: 20220
title: The Mind and Its Education
author: Betts, George Herbert
txt: ./txt/20220.txt
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summary:
  for imagination and memory--Imagery in the thought processes--The use of are we to discover the nature of the mind, or come to know the processes never come to understand the nature of mind and its laws of working by we come to know the laws which govern the mind and its development. core of thought, and thinks into relation with this object the things different facts, mind and brain, to be so related in our speech? responsible for our consciousness--sensation, memory, reasoning, feeling thing appears, but far better is it so to have formed the habit of large number of useful habits is receiving no mean education, no matter would be the meaning or use of the physical world with no mind to know PRESENT THINKING DEPENDS ON PAST EXPERIENCE.--Images or ideas of things interesting fact concerning our minds than that our thoughts move in a


id: 18477
title: The Science of Human Nature A Psychology for Beginners
author: Pyle, William Henry
txt: ./txt/18477.txt
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summary:
  acquiring and organizing experience--habit-formation, memory, thinking, experiment, for example, the work must be done at the same time of day, development, heredity, instincts, habits, sensation, memory, mind sees by means of eyes, which are physical sense organs. So great is the importance of good vision in school work and the later work of life, that every teacher should know how to make simple tests to actions in life are habits which we learn or acquire, the fundamental training and experience, serve as a stimulus to make a child perform a attentive to a thing or subject, we mean that perceptions or ideas of connection with the subjects of habit, memory, and thinking, little more best form an idea of the nature of habit by considering some concrete ideas that come up from his past experience, but a mature person can the way we work over and organize these experiences.


id: 18451
title: Ontario Normal School Manuals: Science of Education
author: Ontario. Department of Education
txt: ./txt/18451.txt
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extension: .txt
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summary:
  situation, or problem, therefore, the mind first uses its present ideas, The end in any learning process being to set the pupils a problem which experience, or knowledge, we may note two important problems confronting to the child, education involves a gaining of control over experiences. purpose, the child soon forms ideas of different acts, and readily lesson problem is presented to the child in such a way that he sees a the problem by the pupil in its relation to his present knowledge presented problem of a lesson is neither a state of complete knowledge of old knowledge the mind is able to read into a presented problem, are =Examples of General and Particular Knowledge.=--When a pupil learns the lesson, seek to have the pupil use his new knowledge in pointing out learning process so that the pupil may both build up a new experience


id: 12769
title: How to Teach
author: Strayer, George D. (George Drayton)
txt: ./txt/12769.txt
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summary:
  Any careful study of the mental life and development of children reveals school class in English literature in which children are at work in Children come to school with both an original nature determined by their teacher must work primarily in terms of developing, in so far as he can, It is necessary at times to have children give forced attention. after having given forced attention to the work of the school, children attention to the fields of work in which children are engaged, but also children are able to concentrate their attention upon the work in hand, work of time and must result from definite physical changes. 8. Should school children reason their responses in case of a fire work is needed before definite general results can be stated. 3. What kind of images do you seek to have children use in their work in time in teaching children to form right habits.


id: 9173
title: Youth: Its Education, Regimen, and Hygiene
author: Hall, G. Stanley (Granville Stanley)
txt: ./txt/9173.txt
cache: ./cache/9173.txt
extension: .txt
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summary:
  period of intense work--The natural development of the drawing close to nature--The age also for drill, habituation, memory, work and close to nature--The age also for drill, habituation, memory, work and active, objective life, and to know nature and man at first hand. muscles, whose functions develop later in life and represent a higher so school work and modern activities in civilized life generally lay of a fourteen-year-old boy during the study time of a single school late function--nature''s way of making the best of things and utilizing effects of a brief period of intense work--The natural development of [Footnote 3: A Study of Children''s Drawings in the Early Years. has been an admirable school for training young men to conduct great [Footnote 7: A Study in the Play Life of Some South Carolina Children. [Footnote 4: Study of Boys Entering the Adolescent Period of Life.


id: 37423
title: How We Think
author: Dewey, John
txt: ./txt/37423.txt
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summary:
  [Sidenote: Reflective thought is consecutive, not merely a sequence] [Sidenote: Reflective thought aims, however, at belief] of present experience issue suggestions, ideas, beliefs as to what is Thinking is specific, in that different things suggest their own [Sidenote: True and false meaning of method] THE MEANS AND END OF MENTAL TRAINING: THE PSYCHOLOGICAL AND THE LOGICAL [Sidenote: The practical is the important meaning of _logical_] [Sidenote: Logic of subject-matter is logic of adult or trained mind] [Sidenote: A simple case of reflection involving experiment] [Sidenote: Thinking comes between observations at the beginning and at [Sidenote: Back and forth between facts and meanings] as suggested is a _meaning_, an idea--to the particular facts, so as to consciously by ideas--by suggested meanings accepted for the sake of [Sidenote: A conception is a definite meaning] [Sidenote: Play indicates the domination of activity by meanings or [Sidenote: The work attitude is interested in means and ends]


id: 46677
title: An Introduction to Psychology Translated from the Second German Edition
author: Wundt, Wilhelm Max
txt: ./txt/46677.txt
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summary:
  certain merely apprehended elements of consciousness, it is combined cases of a combination of a larger complex of elements, apperception as the single beat is called a sensation, a combination of elements feeling of pleasure, which is bound to certain sensations and ideas, is volitional processes as psychical contents, all of which differ from psychical value to a feeling arising from any objective content of resultants of the psychical processes of combination. combination processes associations, and the active ones apperceptive elements the processes of consciousness caused by metronome beats ideas give each single experience its specific feeling-tone, by means feelings into complex ideas, emotions, &c., psychical laws, if they consciousness, i.e. sensations, feelings and their combinations. of the results of those psychical thought-combinations, the lawful regular relation between psychical elements and physical processes then combination of processes of consciousness from simple sense-perceptions experienced feelings, a thought-process is a combination of its


