What the Native Reactions Are

In this talk, James defines each of the native reactions that are most relevant to teachers; fear, love, curiosity imitation, emulation, ambition, pugnacity, pride, ownership, and constructiveness. James also talks about the native genius of the teacher, “the sympathy, tact, and perception which enable him to seize the right moment and to set the right example” (p. 26). James is alluding to the fact that some people are in fact “born teachers,” those individuals who have that innate capability to reach out to and connect with their students and their native reactions and quickly adapt to a changing educational environment.

James notes that imitation and emulation are particularly important in the constructing of expected behaviors. With regard to teachers, this becomes and important way in which the teacher can convey knowledge to the student. Furthermore, James notes the connections between emulation and rivalry. James sees rivalry and competition as a good thing. James is doubtful of removing the element of competition with the self and with others from the classroom. “No runner running all alone on a race-track will find in his own will the power of stimulation which his rivalry with other runners incites, when he feels them at his heels, about to pass” (p. 27-28). But certainly there comes a point when this type of competition becomes unhealthy. What is the tipping point?

Of particular interest to me was the concept of constructiveness. Constructiveness has many similarities to interest. This is how the student learns about and makes meaning within the contest of the world around him. James encourages teachers to strike when the iron is hot with regard to student interest “crowd on the athletic opportunities, the mental arithmetic, the verse-learning, the drawing, the botany, or what not, the moment you have reason to think the hour is ripe. The hour may not last long, and while it continues you may safely let all the child’s other occupations take a second place” (p. 31). Here again, James is calling upon the teacher to use his or her best instincts in playing to the child’s interests. I agree with this to a certain extent, but I do think that there can be too much of a good thing. If a child is interested in a certain area, encourage that interest and provide them with activities to explore that interest, but do not do so to the point that they become bored, tired, or frustrated with it. This also ties into the idea of pugnacity – while I think it is important to teach students persistence and stick-to-itiveness, too much of this can turn a child off to a subject in the long-term. I think there is a balance to be had between pushing the child to persist and perhaps seeking out another interest for a while before revisiting the subject. While some teachers may possess the “native genius” that allows them to make this distinction intuitively, is this a skill that can be taught?