How we learn / by Boyd Henry Bode, The Ohio State University.

Format:

Book

Author/Creator:

Bode, Boyd Henry, 1873-1953, author.

Language:

English

Subjects (All):

Learning, Psychology of.

Intellect.

Education--Philosophy.

Psychology, Educational.

Medical Subjects:

Psychology, Educational.

Physical Description:

1 online resource

Other Title:

APA PsycBOOKS.

Place of Publication:

Boston : D.C. Heath and Company, [1940]

System Details:

Mode of access: World Wide Web.

text file

Summary:

"This book began as a revision of an earlier volume entitled Conflicting Psychologies of Learning. As it turned out, however, well over half of the present document consists of entirely new material, and the rest was so extensively revised and reorganized that it seemed more appropriate to select a new title and let the earlier effort achieve oblivion by the shortest possible route. Developments in the field of psychology are making it increasingly apparent that studies in the learning process derive their chief significance for education from the conceptions of mind which lie back of them. What we conceive or assume the mind to be is of determining influence, both in the field of method and in the realm of values or goals. Perhaps the most effective way to become intelligent about the business of education, in both its narrower and its broader aspects, is to explore the problem of learning with reference to its implications regarding the nature of mind. The discussion is centered on four distinct theories of mind and of learning, all of which continue to exert a strong influence on present-day education and which, taken together, present a development that has both a historical and a logical aspect. The last of these theories is intimately associated with the name of John Dewey, to whom I am profoundly indebted. On the negative side this theory means a break with the past. On the positive side it means a new perspective on educational theory and practice, and a new interpretation of American democracy and American life"--Preface. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

Contents:

Introductory

The contrast between mind and matter

The mind as a substance or entity

Education as "development from within"

The aristocratic origin of the classical tradition

A critical examination of the classical tradition

The doctrine of formal discipline

The inadequacy of the mind-substance theory

The theory of mental states

Apperception and teaching

The rise of behaviorism

Behaviorism and learning

The reaction against behaviorism

A pragmatic theory of mind

Education from a pragmatic point of view

Education and social outlook

The present situation.

Notes:

"This book began as a revision of ... Conflicting psychologies of learning ... however, well over half of the present document consists of entirely new material, and the rest was ... extensivly revised and reorganized."--Pref.

Includes bibliographical references and index.

Access Restriction:

Restricted for use by site license.