Chapter 6 - Native and Acquired Reactions

An extension of previous information, in this chapter James encourages teachers to think about the educational process as one of behavior modification. He sets forth the difference between native reactions- those which are a part of the more primitive/uneducated mind and acquired reactions, those which have been developed through series of experiences and with the learner as the active participant. James posits that the teachers role toward this idea is to help the child evolve these native reactions into those which are acquired and more disposed to developing reasoning and higher level cognitive functioning.

Consider this passage:

"The first thing, then, for the teacher to understand is the native reactive tendencies,—the impulses and instincts of childhood,—so as to be able to substitute one for another, and turn them on to artificial objects" (p. 22).

James is chiefly implying is that in order to understand pedagogy, we need to understand the mind of the child, how it functions in relation to the various stages of development and what characteristics and constrains we might need to understand in order to effectively present instruction (Major, 1906).


How would you apply this information to adult learners within a training setting where one might have diverse experiences and attitudes about a given subject?

References

Major, D. R. (1906). First steps in mental growth: a series of studies in the psychology of infancy   Retrieved from http://books.google.com/books?id=ttsjAAAAMAAJ&dq=rst%20steps%20in%20mental%20growth%3A%20a%20series%20of%20studies%20in%20the%20psychology%20of%20infancy&pg=PP1#v=onepage&q&f=false