| Summary: | "This book is the outcome of fifteen years of experience in teaching educational psychology to the general student and to prospective teachers. It is an attempt to present the facts of scientific psychology as they are concerned with the process of learning in general, and as they apply to education in particular. The first consideration involves an important scientific body of knowledge. The active forces of society have but the slightest notion of the full significance of the phenomenon of social change and their social importance. This is mainly because of the vastness, the extensity, and the profundity of that modification. Each new generation starts from "scratch," but before the proverbial seventy years have passed it is altered to the older patterns cut on the bias of the new. Is this progress? Only a scientific determination of social values can answer the question. Mere change is no guarantee of value. The influence of propaganda is far-reaching, but society should evaluate its propaganda scientifically. Regarding certain propaganda and commercial advertising as well, we may say appropriately: Vice is a monster of so frightful mien, As to be hated needs but to be seen; Yet seen too oft, familiar with her face, We first endure, then pity, then embrace. Modification is a two-edged sword that should be handled with great care. Scientific knowledge regarding learning will make us wiser custodians of social change. The student of social life and progress should realize that educational psychology applies first to society in general, and then, in particular, to the activities of the schools. For those who are actively engaged in teaching, an attempt has been made to illustrate good pedagogical method through the presentation of facts. Much illustrative material has been included, for it is well known that abundance of illustration assists in establishing the general principle. Most of the illustrative material is the result of experimentation, but some of it is drawn from common observation. However, the emphasis is placed on the results of scientific experimentation. It is the desire of the author to convince the reader and the student of the scientific character of psychology, to emphasize the importance of laboratory methods, and to discourage confidence in "homespun" psychology. While this book is written from the standpoint of experimental psychology, it is also the author's intention to demonstrate a basis for the foundations of method. Another standpoint, which is the real background of the book, is that of a biological continuum. It is hoped that the student will absorb the author's belief that life--human and animal life in general--is continuous, and that to understand human life we must first understand animal life in general. Since beginners as well as many mature students of psychology have a real interest in consciousness, that subject has not been completely ignored. The treatment of this baffling phase of human life, however, has had to be consistent with the laboratory and behavioristic attack"--Preface. (PsycINFO Database Record (c) 2014 APA, all rights reserved)
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