Talks To Teachers On Psychology; And To Students On Some Of Life's Ideals eBook

This eBook from the Gutenberg Project consists of approximately 217 pages of information about Talks To Teachers On Psychology; And To Students On Some Of Life's Ideals.

Talks To Teachers On Psychology; And To Students On Some Of Life's Ideals eBook

This eBook from the Gutenberg Project consists of approximately 217 pages of information about Talks To Teachers On Psychology; And To Students On Some Of Life's Ideals.

(1) I may forget for a moment the thermometric conditions, and then the idea of getting up will immediately discharge into act:  I shall suddenly find that I have got up—­or

(2) Still mindful of the freezing temperature, the thought of the duty of rising may become so pungent that it determines action in spite of inhibition.  In the latter case, I have a sense of energetic moral effort, and consider that I have done a virtuous act.

All cases of wilful action properly so called, of choice after hesitation and deliberation, may be conceived after one of these latter patterns.  So you see that volition, in the narrower sense, takes place only when there are a number of conflicting systems of ideas, and depends on our having a complex field of consciousness.  The interesting thing to note is the extreme delicacy of the inhibitive machinery.  A strong and urgent motor idea in the focus may be neutralized and made inoperative by the presence of the very faintest contradictory idea in the margin.  For instance, I hold out my forefinger, and with closed eyes try to realize as vividly as possible that I hold a revolver in my hand and am pulling the trigger.  I can even now fairly feel my finger quivering with the tendency to contract; and, if it were hitched to a recording apparatus, it would certainly betray its state of tension by registering incipient movements.  Yet it does not actually crook, and the movement of pulling the trigger is not performed.  Why not?

Simply because, all concentrated though I am upon the idea of the movement, I nevertheless also realize the total conditions of the experiment, and in the back of my mind, so to speak, or in its fringe and margin, have the simultaneous idea that the movement is not to take place.  The mere presence of that marginal intention, without effort, urgency, or emphasis, or any special reinforcement from my attention, suffices to the inhibitive effect.

And this is why so few of the ideas that flit through our minds do, in point of fact, produce their motor consequences.  Life would be a curse and a care for us if every fleeting fancy were to do so.  Abstractly, the law of ideo-motor action is true; but in the concrete our fields of consciousness are always so complex that the inhibiting margin keeps the centre inoperative most of the time.  In all this, you see, I speak as if ideas by their mere presence or absence determined behavior, and as if between the ideas themselves on the one hand and the conduct on the other there were no room for any third intermediate principle of activity, like that called ‘the will.’

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Talks To Teachers On Psychology; And To Students On Some Of Life's Ideals from Project Gutenberg. Public domain.