The child as behaving organism

“[Stream of consciousness] has two functions that are obvious: it leads to knowledge, and it leads to action” (p. 11). James sides with practicality; “No truth, however abstract, is ever perceived that will not probably at some time influenced our earthly action” (p. 13). Our thoughts and the information that we receive impact our actions. For teachers, this underscores the importance of using consciousness as a means of making connections between the material to be learned and how the student will apply it in his or her life. The teacher’s responsibility, in James’ view, is to help the student make these connections.

What is the ultimate purpose of education? Are we creating thinkers and philosophers or doers? James takes the evolutionary approach and makes the case that, even in our philosophizing, we are connecting our thoughts to the practical matters at hand. More specifically, education in James’ view is a process of enculturation, or “training the pupil to behavior” (p. 13). Education is a means by which the values, beliefs and concepts held important by the previous generation are passed on to the next. I am inclined to agree with James that this is in fact one of the important functions of education in our society. As James notes, beyond the subject matter that students are learning, they are picking up on social cues, appropriate behavior, and the customs of operating in the adult world, such as being able to sit still, wait one’s turn, and carry on conversation in ways that will make them productive members of society (as defined by the society itself). With regard to the subject matter itself, particularly as students get older, the practical side of learning is emphasized; ‘will this get me into the right college or prepare me for my career?’ seem to be the questions that underlie the purpose of learning. While I think that most educators would like to instill an intrinsically motivated lifetime love of learning for learning’s sake, most students and parents are looking for that practical application. The idealist in me would like to think that both are possible; perhaps we can give students the tools they need to be successful professionally and in society, while also instilling in them the desire to always want to learn more. But is this actually possible?