Basic principles of child "conditioning" : "as the twig is bent the tree's inclined" / William Arthur Evans.

Format:

Book

Author/Creator:

Evans, William Arthur, author.

Language:

English

Subjects (All):

Child psychology.

Physical Description:

1 online resource (321 pages) : illustrations

Other Title:

Basic principles of child ""conditioning""

Basic principles of child "conditioning"

Basic principles of child conditioning

Place of Publication:

Dallas, Texas : Institute of Human Technology, Inc., 1947.

Summary:

The approach to proper child conditioning according to the principles of Human Technology, is that of revealing the probable future results of certain modes and nature of stimulus upon the child and youngster; this naturally, is at first self-revealing, and in this manner the student will at once discern the reason for certain attitudes and behavior in his or her own life. Such understanding is both educational and encouraging for such lucid insight forthwith dictates modification of former attitudes and volitional patterns. Human Technology holds that in early education or child conditioning, trying to do, is entirely wrong because that which is being tried can be accomplished only in a relative degree successfully. On the contrary, when one is working on an assignment involving his life interest, there exists no need of trying because his actions are motivated from within and are thus free, easy and natural. This of course does not mean that effort is altogether dispensed with, not at all. Let us put it this way; you say, "I try to handle Johnny properly" or "I have tried to teach him better" or "I have tried to make him behave" you see what I mean? Such expressions show the attitude behind the effort which indicates strain, action under duress, which could not possibly be if the task was approached with understanding. For such indications of failure as well as for the failure itself, there must be a cause, into the why of which we must essentially delve. Was it because of, or in spite of the fact that you tried? On the other hand, let us assume that you possessed a clear understanding and insight into the basic motives of the child, you would naturally enough, and as a matter of course, act toward him in such manner as to elicit a certain response, since you would know first hand what the result of any given stimulus would be. This is to say that in face of a given experience (stimulus) you could foretell with reasonable accuracy the nature of the child's reaction. Armed with this understanding, your actions toward the youngster would be easy, comfortable and natural with no need whatever for trying. In the body of this work you will find many examples which will clarify the principle to your complete satisfaction.

Notes:

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