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William James Quotes about Philosophy - Page 2

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An idea will infect another with its own emotional interest when they have become both associated together into any sort of a mental total.

An idea will infect another with its own emotional interest when they have become both associated together into any sort of a mental total.

Educational, Philosophy, Emotional

William James (2008). “Talks to Teachers on Psychology: And to Students on Some of Life's Ideals”, p.78, Nuvision Pubns

But when all is said and done, the fact remains that some teachers have a naturally inspiring presence and can make their exercises interesting, whilst others simply cannot. And psychology and general pedagogy here confess their failure, and hand things over to the deeper spring of human personality to conduct the task.

Teacher, Philosophy, Spring

William James (2013). “Talks to Teachers on Psychology and to Students on Some of Life's Ideals”, p.53, Courier Corporation

A man with no philosophy in him is the most inauspicious and unprofitable of all possible social mates.

Philosophy, Men, Social

William James (2016). “William James: Essays and Lectures”, p.61, Routledge

From all these facts there emerges a very simple abstract program for the teacher to follow in keeping the attention of the child: Begin with the line of his native interests, and offer him objects that have some immediate connection with these.

Teacher, Children, Philosophy

William James (1907). “Talks to Teachers on Psychology: And to Students on Some of Life's Ideals”

Volition . . . takes place only when there are a number of conflicting systems of ideas, and depends on our having a complex field of consciousness.

Philosophy, Educational, Ideas

William James (1983). “Talks to Teachers on Psychology and to Students on Some of Life's Ideals”, p.104, Harvard University Press

In all this process of acquiring conceptions, a certain instinctive order is followed. There is a native tendency to assimilate certain kinds of conception at one age, and other kinds of conception at a later age.

Philosophy, Educational, Order

William James (1983). “Talks to Teachers on Psychology and to Students on Some of Life's Ideals”, p.89, Harvard University Press

Philosophy, beginning in wonder, as Plato and Aristotle said, is able to fancy everything different from what it is. It sees the familiar as if it were strange, and the strange as if it were familiar. It can take things up and lay them down again. It rouses us from our native dogmatic slumber and breaks up our caked prejudices.

Plato, Philosophy, Slumber

William James (2016). “William James: Essays and Lectures”, p.60, Routledge

Man, whatever else he may be, is primarily a practical being, whose mind is given him to aid in adapting him to this world's life

Educational, Philosophy, Men

William James (2014). “Talks to Teachers on Psychology; And to Students on Some of Life's Ideals”, p.22, BookRix

The most natively interesting object to a man is his own personal self and its fortunes. We accordingly see that the moment a thing becomes connected with the fortunes of the self, it forthwith becomes an interesting thing.

Educational, Philosophy, Men

William James (2008). “Talks to Teachers on Psychology: And to Students on Some of Life's Ideals”, p.78, Nuvision Pubns

O my Bergson, you are a magician, and your book is a marvel, a real wonder in the history of philosophy . . . In finishing it I found . . . such a flavor of persistent euphony, as of a rich river that never foamed or ran thin, but steadily and firmly proceeded with its banks full to the brim.

Philosophy, Real, Book

William James (1961). “Selected Letters”

To know psychology, therefore, is absolutely no guarantee that we shall be good teacher.

Teacher, Educational, Philosophy

William James (1983). “Talks to Teachers on Psychology and to Students on Some of Life's Ideals”, p.16, Harvard University Press

Religion, therefore, as I now ask you arbitrarily to take it, shall mean for us the feelings, acts, and experiences of individual men in their solitude, so far as they apprehend themselves to stand in relation to whatever they may consider the divine. Since the relation may be either moral, physical, or ritual, it is evident that out of religion in the sense in which we take it, theologies, philosophies, and ecclesiastical organizations may secondarily grow.

Philosophy, Mean, Men

William James, John Dewey, John M. Capps, Donald Capps (2005). “James and Dewey on Belief and Experience”, p.114, University of Illinois Press

I know that you, ladies and gentlemen, have a philosophy, each and all of you, and that the most interesting and important thing about you is the way in which it determines the perspective in your several worlds.

Philosophy, Interesting, Perspective

William James (1987). “Writings, 1902-1910”, p.487, Library of America

Pretend what we may, the whole man within us is at work when we form our philosophical opinions.

Philosophy, Philosophical, Men

William James (2015). “Essays in Popular Philosophy: Top Essays”, p.61, 谷月社

Considering the inner fitness of things, one would rather think that the very first act of a will endowed with freedom should be to sustain the belief in the freedom itself.

Philosophy, Educational, Thinking

William James, Robert D Richardson (2010). “The Heart of William James”, p.127, Harvard University Press

The philosophy which is so important in each of us is not a technical matter; it is our more or less dumb sense of what life honestly and deeply means. It is only partly got from books; it is our individual way of just seeing and feeling the total push and pressure of the cosmos.

Philosophy, Book, Mean

Pragmatism: A New Name for Some Old Ways of Thinking Lecture 1 (1907)

Good-humor is a philosophic state of mind; it seems to say to Nature that we take her no more seriously than she takes us. I maintain that one should always talk of philosophy with a smile.

Philosophy, Mind, Should

William James (2015). “The Varieties of Religious Experience: A Study in Human Nature”, p.16, Xist Publishing

Be patient and sympathetic with the type of mind that cuts a poor figure in examinations. It may, in the long examination which life sets us, come out in the end in better shape than the glib and ready reproducer, its passions being deeper, its purposes more worthy, its combining power less commonplace, and its total mental output consequently more important.

Philosophy, Educational, Passion

William James (2013). “Talks to Teachers on Psychology and to Students on Some of Life's Ideals”, p.70, Courier Corporation

In all primary school work the principle of multiple impressions is well recognized.

Philosophy, Educational, School

... A rule of thinking which would absolutely prevent me from acknowledging certain kinds of truth if those ... truths were really there, would be an irrational rule.

Philosophy, Thinking, Would Be

It is not probable that the reader will be satisfied with any of these solutions, and contemporary philosophers, even rationalistically minded ones, have on the whole agreed that no one has intelligibly banished the mystery of fact.

Philosophy, Facts, Philosopher

"Some Problems of Philosophy".

All that we need explicitly to note is that, the more the passive attention is relied on, by keeping the material interesting; and the less the kind of attention requiring effort is appealed to; the more smoothly and pleasantly the classroom work goes on.

Philosophy, Educational, Interesting

William James (1983). “Talks to Teachers on Psychology and to Students on Some of Life's Ideals”, p.66, Harvard University Press

I originally studied medicine in order to be a physiologist, but I drifted into psychology and philosophy from a sort of fatality. I never had any philosophic instruction, the first lecture on psychology I ever heard being the first I ever gave.

Philosophy, Order, Medicine

You perceive now, my friends, what your general or abstract duty is as teachers. Although you have to generate in your pupils a large stock of ideas, any one of which may be inhibitory, yet you must also see to it that no habitual hesitancy or paralysis of the will ensues, and that the pupil still retains his power of vigorous action.

Teacher, Philosophy, Educational

William James (1983). “Talks to Teachers on Psychology and to Students on Some of Life's Ideals”, p.108, Harvard University Press

The exercise of voluntary attention in the schoolroom must therefore be counted one of the most important points of training that take place there; and the first-rate teacher, by the keenness of the remoter interests which he is able to awaken, will provide abundant opportunities for its occurrence.

Teacher, Philosophy, Educational

William James (1983). “Talks to Teachers on Psychology and to Students on Some of Life's Ideals”, p.111, Harvard University Press

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