Weekly Response #1 for EDP 610

Question: How do we understand James’s definition of education?

Quotation: James (1962) described education as “the organization of acquired habits of conduct and tendencies to behavior” (p. 15). 

Our course is studying the theories of learning, which is one of the most important elements of education.  During our first class meeting, we discussed the definition of learning and considered two key questions:  whether application or memorization is the only goal of learning, and how to prove the effect of learning.   For an immediate return on educational investments, some educators believe that students and teachers’ effort should be reinforced as soon as possible through application and memorization of new knowledge so that students’ learning can be tested and confirmed.   Students with higher scores on such tests indicate increased mastery.  However, one limitation of this view is that education would be constrained by this (standardized) results-oriented approach. 

James’ thoughts about education are illuminating and suggest another approach.  James (1962) believed that “man … is primarily a practical being, whose mind is given him to aid in adapting him to this world’s life” (p. 12).  Hence, education involves training improvements or changes in children’s behaviors that occur regularly and habitually.  He also pointed that “our education means … a mass of possibilities of reaction, acquired at home, at school, or in the training of affairs”, and these acquired reaction is “either complication[s] grafted on native reaction[s] or substitute[s] for native reaction[s]” (p. 20).  These ideas suggest that effective teaching begins with children’s native reactions, especially activities, knowledge, and materials that are inherently interesting to children.  James explained education is “an organization of acquired habits”, which suggested that educators are also responsible for facilitating students to organize what they have learned at school, home, or other institutes.  For example, reading is an ability that is highlighted in modern society.  Teachers’ responsibility includes enlarge students’ vocabulary capacity, mastery diversity of literary styles, improve their comprehensive skills…  It is a complicated work and should not be treated as single mission.  Without a professional and organized training of reading related skills, words memorization itself cannot improve reading skills significantly.

James (1962) further emphasized that “tendencies to behavior” is also important in education, which answers the questions raised during class discussion.  Although we are “practical beings” and all action has “practical results” (p. 13), application or memorization of new knowledge and skills are part of the mission of education.  We should not expect that the effects of teaching, learning, or studying would be reflected on children’s behavior immediately.  Learning is a process; teachers and students need to exercise patience with studies even if they do not notice effects immediately.  Practical results will occur as long as new knowledge is being gained.  James used higher education system in England as an example of building “characteristic,” which refers to descriptions of conduct and behavior.   Hence, the mission of educators is not only to transmit knowledge from one generation to the next, but also to build positive personalities and characteristics in young person so that they have the initiative to learn and to adapt to the world in which they live.

As James said, “a general view of psychology is enough (for teachers)” (p. 5).  His simple definition of education provides educators a thorough description of the essence and role of education.  A full understand of this definition may help teachers conquer difficulties such as a sense of powerless or lack of confidence in their teaching.