Читать книгу Outlines of Educational Doctrine - Johann Friedrich Herbart - Страница 17

71. Interest means self-activity. The demand for a many-sided interest is, therefore, a demand for many-sided self-activity. But not all self-activity, only the right degree of the right kind, is desirable; else lively children might very well be left to themselves. There would be no need of educating or even of governing them. It is the purpose of instruction to give the right direction to their thoughts and impulses, to incline these toward the morally good and true. Children are thus in a measure passive. But this passivity should by no means involve suppression of self-activity. It should, on the contrary, imply a stimulation of all that is best in the child.

At this point a psychological distinction becomes necessary, namely, that between designedly reproduced, or “given,” and spontaneous representations. In recitations of what has been learned we have an example of the former; the latter appear in the games and fancies of children. A method of study that issues in mere reproduction leaves children largely in a passive state, for it crowds out for the time being the thoughts they would otherwise have had. In games, however, and in the free play of fancy, and accordingly also in that kind of instruction which finds an echo here, free activity predominates.

This distinction is not intended to affirm the existence of two compartments in which the ideas, separated once for all, would, of necessity, have to remain. Ideas that must by effort be raised into consciousness because they do not rise spontaneously, may become spontaneous by gradual strengthening. But this development we cannot count on unless instruction, advancing step by step, bring it about.

Interest must be conceived as self-propulsive activity toward an end. It is a part of the teacher’s function to assist the pupil in making the appropriate ideas strong and spontaneous. Occasionally a mere suggestion will change the whole mental attitude toward an end and the means for reaching it. A student one day approached his instructor with this query: “How can I get through this study with the least expenditure of time and effort?” The desired answer was first given. The instructor then remarked that there was another way of viewing the matter, viz., that one might consider how to get the most rather than the least out of the study. He then briefly unfolded its nature and possibilities, whereupon the student became one of the most interested members of the class. He had come with only an indirect interest in the subject as an end; he regarded the study as a required task and the means of passing upon it as so much drudgery; but he so changed his attitude toward it, that the study became an end personally desired, and the daily effort a pleasurable exercise of his self-directed power of thought. The interest that the instructor had aroused in the end was transferred to the means.

72. It is the teacher’s business, while giving instruction, to observe whether the ideas of his pupils rise spontaneously or not. If they do, the pupils are said to be attentive; the lesson has won their interest. If not, attention is, indeed, not always wholly gone. It may, moreover, be enforced for a time before actual fatigue sets in. But doubt arises whether instruction can effect a future interest in the same subjects.

Attention is a factor of such importance to education as to call for a more detailed treatment.

73. Attention may be broadly defined as an attitude of mind in which there is readiness to form new ideas. Such readiness is either voluntary or involuntary. If voluntary, it depends on a resolution; the teacher frequently secures this through admonitions or threats. Far more desirable and fruitful is involuntary attention. It is this attention that the art of teaching must seek to induce. Herein lies the kind of interest to be sought by the teacher.

Forced and spontaneous are more truly expressive terms than voluntary and involuntary in this connection. It is not meant that interested activity is against the will, or even indifferent to it. On the contrary, it is a form of activity that calls every resource of the mind into full play. The will is never so promptly active as when it is doing the things in which it is most interested; it is, however, a spontaneous, not a forced activity.

There is, as Dr. John Dewey points out,[6] a contradiction between Herbart’s Pedagogy and his Psychology, as follows: the Pedagogy regards interest as the lever of education, the means for securing spontaneous activity of mind; the Psychology regards interest as a feeling arising from the relation of ideas. Ideas must therefore be given, in right relations, to arouse interest, while interest is in turn conceived as the means of arousing them. This is reasoning in a circle. The difficulty arises from asserting the primacy of ideas in mental life, and then speaking of self-activity, which presupposes the primacy of motor, or impulsive activities. The reader will avoid all contradictions in educational theory by accepting the modern view of the primacy, not of ideas, but of what may broadly be termed will. The latter view is in accord with biological and historical science. Ideas are a later production of mind; they serve to define more clearly the ends for which we work, at the same time giving us insight into the best means of attaining them. For an interesting discussion of the primacy of the will, the reader is referred to Professor Paulsen’s “Introduction to Philosophy,” pp. 111–122.[7]

[6] “Interest as Related to Will,” pp. 237–241, Second Supplement to First Herbart Year Book.

[7] Henry Holt & Co., New York, 1895.

74. Involuntary [spontaneous] attention is subdivided into primitive and apperceiving. The latter especially is of the greatest importance in teaching, but it rests on the former, the conditions of which must constantly be taken into account.

Apperception, or assimilation, takes place through the reproduction of previously acquired ideas and their union with the new element, the most energetic apperception, although not necessarily the best, being effected by the ideas rising spontaneously. This topic will be treated more fully below (77). Here it suffices to say that the apperceiving attention obviously presupposes the primitive attention; otherwise apperceiving ideas would never have been formed.

The psychological and educational importance of the idea of apperception, or the assimilation of knowledge, has been much emphasized in recent years. For a psychological interpretation of the theory, the reader is referred to Wundt’s “Human and Animal Psychology,”[8] pp. 235–251. The educational significance of the doctrine has been well brought out by Dr. Karl Lange, in his able monograph on “Apperception.”[9] The subject has been more popularly treated in Dr. McMurray’s “General Method,”[10] and in the writer’s “Essentials of Method”[11]; also in a number of other works.

[8] New York, Macmillan & Co., 1894.

[9] Boston, D. C. Heath & Co., 1894.

[10] Bloomington, Ill., Public School Pub. Co., 1894.

[11] Boston, D. C. Heath & Co., 1893.

75. The primitive or original attention depends primarily on the strength of the sense-impression. Bright colors and loud speaking are more easily noticed than dark colors and low tones. It would be an error, however, to infer that the strongest sense-perceptions are at the same time the most adequate. These quickly blunt the receptivity, while weak sense-impressions may, in the course of time, engender ideation as energetic as that produced by originally obtrusive perceptions. For this reason, a middle course must be chosen from the first. For children, however, the direct sense-perception, even of a picture, if the object itself is not to be had, is altogether preferable to mere description.

The presence in the minds of children of ideas—those supplied by instruction itself not excepted—contrary to the new representations to be mastered, acts as a hindrance or check. This very fact explains why clearness of apprehension is not gained where instruction piles up one thing upon another in too rapid succession. It is essential, therefore, in the case of beginners, so to single out each fact, to separate part from part, and to proceed step by step, that apprehension may be rendered easy for them.

A second hindrance to attention is of a more temporary character, but may nevertheless work much mischief. It makes a vast difference whether the ideas aroused are in a state of equilibrium or not. Long sentences in speech and in books are less easily apprehended than short ones. They excite a movement of many albeit connected thoughts, which do not at once subside into their proper places. Now, just as in reading and writing pauses must be observed, which is done more easily in short than in long sentences, instruction in general must have its chosen stopping-places and resting-points at which the child may tarry as long as may be necessary. Otherwise the accumulation of thoughts will become excessive, crowding in upon what follows, and this upon the next new element, until finally the pupils arrive at a state where they no longer hear anything.

76. The four essentials then for primitive attention are: strength of sense-impression, economy of receptivity, avoidance of harmful antitheses to existing ideas, and delay until the aroused ideas have recovered their equilibrium. But in actual teaching it will be found difficult to do justice to all of these requirements simultaneously. Sameness of presentation should not be carried too far lest the child’s receptivity be taxed too heavily. Monotony produces weariness. But a sudden change of subject frequently discloses the fact that the new is too remote from what has preceded, and that the old thoughts refuse to give way. If the change is delayed too long the lesson drags. Too little variety causes ennui. The pupils begin to think of something else, and with that their attention is gone completely.

The teacher should by all means study literary masterpieces for the purpose of learning from great authors how they escaped these difficulties. That he may strike the right chord in the earlier stages of instruction, he should turn particularly to simple popular writers, Homer, for example, whose story-telling is, on the other hand, too general and naïve for older pupils who have lost the power to put themselves back into a past period of culture. Yet it is safe to say in general, that classic writers seldom take sudden leaps and never stand still entirely. Their method of unfolding consists in a scarcely perceptible, at any rate an always easy, advance. They dwell, indeed, long on the same thought, but nevertheless achieve, little by little, most powerful contrasts. Poor writers, on the contrary, pile up the most glaring antitheses without other than the natural result—the antagonistic ideas expel each other and the mind is left empty. The same result threatens the teacher who aims at brilliancy of presentation.

77. The apperceiving, or assimilating, attention (74), though not the first in time, is yet observed very early. It shows itself when little children catch and repeat aloud single, familiar words of an otherwise unintelligible conversation between adults; when a little later they name, in their own way, the well-known objects that they come upon in their picture-books; when later still, while learning to read, they pick out from the book single names coinciding with their recollection; and so on in innumerable other instances. From within ideas are suddenly bursting forth to unite with whatever similar elements present themselves. Now this apperceiving activity must be exercised constantly in all instruction. For instruction is given in words only; the ideas constituting their meaning must be supplied by the hearer. But words are not meant to be understood merely; they are intended to elicit interest. And this requires a higher grade and greater facility of apperception.

Universally popular poems do not produce their pleasing effect by teaching something new. They portray what is already known and utter what every one feels. Ideas already possessed are aroused, expanded, condensed, and consequently put in order and strengthened. On the other hand, when defects are apperceived, e.g., misprints, grammatical blunders, faulty drawings, false notes, etc., the successive unfolding of the series of ideas is interrupted so that their interlacing cannot take place properly. Here we see how instruction must proceed and what it must avoid in order to secure interest.

Note.—The apperceiving attention is of so great importance in instruction that a word or two more will be in place. The highest stage of this kind of attention is indicated by the words—gaze, scrutinize, listen, handle. The idea of the examined object is already present in consciousness, as is likewise the idea of the class of sense-perceptions looked for. The psychic result turns on the ensuing sense-impressions, on their contrasts, combinations, and reproductions. These are able to induce the corresponding mental states unhindered, because disturbing foreign elements have already been removed and remain excluded. Passing from this highest grade to lower degrees of attention, we find that the idea of the object is not yet—at least not prominently—present, that this itself first needs to be reproduced and made more vivid. The question arises whether this can be accomplished directly or only indirectly. In the former case the idea must be in itself strong enough; in the second it must be sufficiently united with other ideas which it is possible to arouse directly. Moreover, the obstacles to reproduction must be such that they can be overcome.

When the apperceiving attention is once under way, it should be utilized and not disturbed. The teaching must take the promised direction until it has satisfied expectation. The solutions must correspond clearly to the problems. Everything must be connected. The attention is disturbed by untimely pauses and the presence of extraneous matter. It is also disturbed by apperceptions that bring into light that which should remain in shadow. This is true of words and phrases too often repeated, of mannerisms of speech—of everything that gives prominence to the language at the expense of the subject-matter, even rhymes, verse-forms, and rhetorical adornment when used in the wrong place.

But that which is too simple must be avoided also. In this case the apperception is soon completed; it does not give enough to do. The fullest unit possible is to be sought.

A rule of vital importance is that, before setting his pupils at work, the teacher should take them into the field of ideas wherein their work is to be done. He can accomplish this at the beginning of a recitation hour by means of a brief outline view of the ground to be covered in the lesson or lecture.

78. Instruction is to supplement that which has been gained already by experience and by intercourse with others (36); these foundations must exist when instruction begins. If they are wanting, they must be firmly established first. Any deficiency here means a loss to instruction, because the pupils lack the thoughts which they need in order to interpret the words of the teacher.

In the same way, knowledge derived from earlier lessons must be extended and deepened by subsequent instruction. This presupposes such an organization of the whole work of instruction that that which comes later shall always find present the earlier knowledge with which it is to be united.

79. Ordinarily, because their eyes are fixed solely on the facts to be learned, teachers concern themselves little with the ideas already possessed by the pupils. Consequently they make an effort in behalf of the necessary attention only when it is failing and progress is checked. Now they have recourse to voluntary attention (73), and to obtain this rely on inducements, or, more often, on reprimands and penalties. Indirect interest is thus substituted for direct interest, with the result that the resolution of the pupil to be attentive fails to effect energetic apprehension and realizes but little coherence. It wavers constantly, and often enough gives way to disgust.

In the most favorable case, if instruction is thorough, i.e., scientific, a foundation of elementary knowledge is gradually laid sufficiently solid for later years to build on; in other words, out of the elementary knowledge an apperceiving mass is created in the mind of the pupil which will aid him in his future studies. There may be several of such masses; but each constitutes by itself its own kind of one-sided learning, and it is after all doubtful whether even here direct interest is implied. For there is small hope that this interest will be aroused in the youth when the years of boyhood have been devoted merely to the mastering of preliminary knowledge. The prospects of future station and calling are opening before him and the examinations are at hand.

80. The fact should not be overlooked, however, that even the best method cannot secure an adequate degree of apperceiving attention (75–78) from every pupil; recourse must accordingly be had to the voluntary attention, i.e., the pupil’s resolution. But for the necessary measures the teacher must depend, not merely on rewards and punishments, but chiefly on habit and custom. Instruction unites at this point with government and training. In all cases where the pupil begins his work not entirely without compulsion, it is particularly important that he should soon become aware of his own progress. The several steps must be distinctly and suitably pointed out to him; they must at the same time be easy of execution and succeed each other slowly. The instruction should be given with accuracy, even strictness, seriousness, and patience.

81. The voluntary attention is most frequently demanded for memorizing, for which, apart from all else, the presence of interest is not always a perfectly favorable condition. This is true even of spontaneous interest, for the ideas that rise spontaneously have a movement of their own, which by deviating from the given sequence may lead to surreptitious substitutions. Like observation, intentional memorizing presupposes a certain amount of self-control. At this point a question arises as to the proper place of learning by heart.

Committing to memory is very necessary; use is made of it in every department of knowledge. But memorizing should never be the first thing except when it is done without effort. For if the memorizing of new matter, which the pupil cannot as yet have associated incorrectly, costs him an effort, it is plain that the single presentations encounter some opposition or other by which they are repelled too quickly for their mutual association to take place. The teacher must in this case talk the subject over first, set the pupil to work upon it, make him more familiar with it, and must sometimes even wait for a more opportune moment. Where clearness in single perceptions and their association (67 et seq.) are still deficient, these must be attended to first of all. After the ideas have been strengthened in this way, memorizing will be accomplished more easily.

The assigned series should not be too long. Three foreign words are often more than enough. Many pupils have to be shown how to memorize. Left to themselves they will begin over and over again, then halt, and try in vain to go on. A fundamental rule is that the starting-point be shifted. If, for example, the name Methuselah is to be learned, the teacher would, perhaps, say successively: lah—selah—thuselah—Methuselah.

Some have to be warned against trying to get through quickly. We have to do here with a physical mechanism which requires time and whose operation the pupil himself as little as the teacher should endeavor to over-accelerate. Slow at first, then faster.

It is not always advisable to put a stop to all bodily movements. Many memorize by way of speaking aloud, others through copying, some through drawing. Reciting in concert also may prove feasible at times.

Incorrect associations are very much to be feared; they are tenacious. A great deal, to be sure, may be accomplished through severity; but when interest in the subject-matter is wholly lacking, the pupil begins by memorizing incorrectly, then ceases to memorize at all, and simply wastes time.

The absolute failure of some pupils in memory work may perhaps be partly owing to unknown physical peculiarities. Very often, however, the cause of the evil lies in the state of false tension into which such pupils put themselves while attempting with reluctance what they regard as an almost impossible task. A teacher’s injudicious attitude during the first period, his remarks, for instance, about learning by heart as a thing of toil and trouble, may lead to this state of mind, for which perhaps awkward first steps in learning to read have prepared the way. It is foolish to look for means of lightening still more the exercises of children that retain and recite with facility; but, on the other hand, great caution is necessary because there are also others who may be rendered unfit for memorizing by the first attempt of the teacher to make them recite, or even only to repeat after him, a certain series of words. In attempting, by such early tests, to find out whether children retain and reproduce easily, it is essential that the teacher put them in good humor, that he select his matter with this end in view, and that he go on only so long as they feel they can do what is asked of them. The results of his observations must determine the further mode of procedure.

82. However carefully the process of memorizing may have been performed, the question remains: How long will the memorized matter be retained? On this point teachers deceive themselves time and again, in spite of universally common experiences.

Now, in the first place, not everything that is learned by heart needs to be retained. Many an exercise serves its purpose when it prepares the way for the next, and renders further development possible. In this way a short poem is sometimes learned as a temporary means for an exercise in declamation; or chapters from Latin authors are committed to memory in order to speed the writing and speaking of Latin. In many cases it is sufficient for later years if the pupil knows how to look for literary helps, and how to make use of them.

But if, secondly, that which has been memorized is to remain impressed on the memory for a long time, forever if possible, it is only a questionable expedient to reassign the same thing as often as it is forgotten. The feeling of weary disgust may more than offset the possible gain. There is only one efficient method—practice; practice consisting in the constant application of that which is to be retained to that which actually interests the pupils, in other words, that which continually engages the ideas rising spontaneously.

Here we find the principle that governs the choice of material for successful memorizing. And as to the amount—so much as is needed for the immediate future; for excessive quantity promotes an early forgetting. Besides, in instruction, as in experience, there is a great deal that may not be accurately remembered, but nevertheless renders abundant service by stimulating the mind and qualifying it for further work.