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Basic principles of child "conditioning" : "as the twig is bent the tree's inclined"

Author: William Arthur Evans
Publisher: Dallas, Tex. : Institute of Human Technology, Inc., 1947.
Series: [Human equation library of human technology, 5]
Edition/Format:   eBook : Document : EnglishView all editions and formats
Summary:
"The approach to proper child conditioning according to the principles of Human Technology, is that of revealing the probable future results of certain modes and nature of stimulus upon the child and youngster; this naturally, is at first self-revealing, and in this manner the student will at once discern the reason for certain attitudes and behavior in his or her own life. Such understanding is both educational and  Read more...
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Additional Physical Format: Print version:
Evans, William Arthur, 1898-
Basic principles of child "conditioning".
Dallas, Tex. : Institute of Human Technology, Inc., 1947
(DLC) 47020893
Material Type: Document, Internet resource
Document Type: Internet Resource, Computer File
All Authors / Contributors: William Arthur Evans
OCLC Number: 897450694
Notes: Companion volume to the author's The dilemma of youth. cf 7 th prelim. leaf.
Description: 1 online resource (321 pages, plates) : illustrations, portrait.
Series Title: [Human equation library of human technology, 5]
Responsibility: by William Arthur Evans.

Abstract:

"The approach to proper child conditioning according to the principles of Human Technology, is that of revealing the probable future results of certain modes and nature of stimulus upon the child and youngster; this naturally, is at first self-revealing, and in this manner the student will at once discern the reason for certain attitudes and behavior in his or her own life. Such understanding is both educational and encouraging for such lucid insight forthwith dictates modification of former attitudes and volitional patterns. Human Technology holds that in early education or child conditioning, trying to do, is entirely wrong because that which is being tried can be accomplished only in a relative degree successfully. On the contrary, when one is working on an assignment involving his life interest, there exists no need of trying because his actions are motivated from within and are thus free, easy and natural. This of course does not mean that effort is altogether dispensed with, not at all. Let us put it this way; you say, "I try to handle Johnny properly" or "I have tried to teach him better" or "I have tried to make him behave" you see what I mean? Such expressions show the attitude behind the effort which indicates strain, action under duress, which could not possibly be if the task was approached with understanding. For such indications of failure as well as for the failure itself, there must be a cause, into the why of which we must essentially delve. Was it because of, or in spite of the fact that you tried? On the other hand, let us assume that you possessed a clear understanding and insight into the basic motives of the child, you would naturally enough, and as a matter of course, act toward him in such manner as to elicit a certain response, since you would know first hand what the result of any given stimulus would be. This is to say that in face of a given experience (stimulus) you could foretell with reasonable accuracy the nature of the child's reaction. Armed with this understanding, your actions toward the youngster would be easy, comfortable and natural with no need whatever for trying. In the body of this work you will find many examples which will clarify the principle to your complete satisfaction"--Preface. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

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