By Robert Ogden
Routledge is now re-issuing this prestigious sequence of 204 volumes initially released among 1910 and 1965. The titles comprise works through key figures such asC.G. Jung, Sigmund Freud, Jean Piaget, Otto Rank, James Hillman, Erich Fromm, Karen Horney and Susan Isaacs. every one quantity is offered by itself, as a part of a themed mini-set, or as a part of a specially-priced 204-volume set. A brochure directory each one name within the foreign Library of Psychology sequence is obtainable upon request.This name on hand in e-book layout. click on the following for extra information.Visit our eBookstore at: www.ebookstore.tandf.co.uk.
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11. Habit and Volition The two types of education, the habitual and the voluntary selection of responses, parallel the two types of original behavior, the reflexive and the instinctive. Just as organic evolution produces certain specialized and relatively independent segmental units of response which we term reflexive, so the life-history of the individual, through the practice of drill and repetition, produces the stereotyped modes of response we call habits. A total-response of an organism permits greater variability than a segmental response; consequently, as experience impresses its record upon the amorphous pattern of an instinct, the result is not only habit, where fixation is possible, but also what we call voluntary selection, where it is not.
Goldenweiser writes: It will be observed that the psychophysical processes involved are direct, pragmatic, teleological. There is in this domain some of the implied reason that is characteristic of animal adjustments, which also bear apparent evidence of PSYCHOLOGY AND EDUCATION 29 intellectual acumen, the sort of adjustments so often noted in the industrial life of the bee, the ant, the spider, the beaver. The logic observed in early tools and weapons, traps and snares, pots, houses and boats, is the logic of nature itself, the logic of the objective relations of things which, through the medium of action, molds the mind so inevitably and smoothly as to be almost wholly unconscious.
The thing or aspect classified belongs to A as one of its ingredients, and the object of this classification is to exhaust the possibilities of A. To do so one must comprehend likenesses and differences, and above all the principles of serial order and gradation. Before we can arrive at the special features or members of A, the varying means whereby A emerges from its background of inarticulate not-A must be taken into consideration as determinants of behavior. In place of the “all-or-none” type of response, we have here a more highly articulate and differentiated response, all the phases of which lie within the one pattern of A, though differing in detail as the conditions of A warrant such differentiation.