Emotion and the Educative Process
- Author:
Prescott, Professor of Education,
Rutgers University, American Council on Education, Washington. 1938. Pp. VIII+ 323. Price $1.50.
The material of the book consists of a report of a committee set up in 1931, and working since, ‘ to outline and conduct an exploratory study as to the recognition to be accorded emotional factors in the educational process, with special reference to the questions whether emotion has been unduly ignored in the stress laid upon the acquisition of knowledge … ; whether education should concern itself zvith the strength and direction of desires developed or inhibited by the educational process; whether the stress laid on the attitude of neutral detachment,desirable in the scientific observer, has been unduly extended into oilier spheres of life … ; and, in the event that it should appear desirable for education to concern itself more directly zvith the development and direction of emotion, to consider by ii’hat devices emotion may be more accurately described, measured and oriented.’ Although the form of the book is clue to the chairman, Professor Prescott, all eight members of committee have contributed by discussion and suggestion, and signify their approval of the report as a whole.
The ground covered in the various chapters is very comprehensive and thorough, and nowhere are the educational implications lost sight of. The committee does not hesitate to state that it regards the present work as only the beginning of the problem, but if so, its research has been detailed and painstaking.
The first few chapters deal with theoretical views of the affective side and their bearing on education. Much is made of Dumas’ three levels of emotional behaviour in terms of level of shock, “les petits chocs”, “les chocs vioyeiis” and “les tjrands chocs “, mild, strong and disintegrative shocks. Emotions may be regarded as adjustive reactions of the body in which attempts are made to adapt the body economy as a whole to the demands of any situation. These adjustive reactions show more significant variation in regard to the intensity of the shock or emotion experienced than they do in passing from one category of emotion to another. This is an important finding, and experimental evidence from Dumas and others is quoted in its support. Mild emotions, pleasant or unpleasant, cause a moderate increase in all normal physiological functions, and so arctonic in their effects. Educators, therefore, need not hesitate to allow children to enjoy a certain measure of excitment in school through participation in a wide range of moderate emotional experiences, although the writer carefully notes that individual differences in temperament must be studied. Strong emotional shocks, however, present a different story, and as they interfere with some of the normal visceral functions, are detrimental to health especially if of frequent occurrence. Schools must be on the watch for these, and so adjust their work that all exciting causes may be eradicated. The disintegrative emotions are pathological, and outwith the scope of the school.
Another important topic discussed is control of the emotions, and whether children can be taught progressive relaxation to this end. Emotionally conditioned attitudes, and their importance in society are also considered in a valuable contribution. These three topics are referred to later in chapters dealing with the physiological basis of experience and behaviour, and with the patterning and trainability of affective behaviour, in which the results of research workers come under review.
An interesting chapter is that in which affective maturity is discussed, its criteria, and its relation to value concepts. The statement is made towards the conclusion of this chapter (p. 107) that anyone closely associated with young people during the last decade must have been impressed with another serious problem?the common absence of feelings of hope, purpose and challenge in their lives Life has no significant place for them. The writer feels that one of the problems facing education is to give experiences to young people which may reveal possible significant roles for them. The chapter concludes with a precis of the role of education in producing affective maturity.
Other chapters deal with equally important topics such as ‘ Basic personality needs and conditions which frustrate them’ in which the role played by affective factors in causing maladjustment is considered. Emphasis, it is suggested, should be placed on the positive side, that is on factors in the school which are favourable to wholesome development, rather than on the negative side, which presents a picture of the factors which have produced unwholesome development. ‘ Affective behaviour and contemporary social institutions and processes’ forms the topic of a very interesting chapter in which the effect of over-stimulation of children by jazz, radio and cinema is discussed as well as the insecurity of modern times, labour conditions, competition, the increase of wants, etc. An important chapter takes the influence of affective factors upon learning as its topic. The influence of motivation, the mood of the learner, the affect experienced during learning and at its conclusion, factors affecting facilitation and retardation of learning, the temperament of the learner, ?all come under review.
Chapter nine presents a summary of the preceding chapters from the practical standpoint. The wave of delinquency and crime, of increasing mental breakdown and insanity, the low standard in literature, news and radio are attributed by public opinion to the failure of the school. And yet the schools and the staff are more efficient than before, and the standard of teaching higher. But character and emotional poise cannot be achieved with the methods and material allowed. Education requires to enter an experimental period.
A long chapter (chapter ten) considers aspects of education needing study. It repays careful reading, for in it many important suggestions are made. Problems of the classroom are discussed helpfully and practically, and reveal first hand knowledge of modern school procedure. The need for further specialised research is emphasised throughout.
A chapter on personnel problems in education in which the teachers’ problems are discussed, a chapter containing general conclusions, and a bibliography, bring this valuable report to a close.
This is undoubtedly an important book to be read by all interested in the child and young adult, by those working with maladjusted children, as well as by the psychologist and educationist. It is a book full of valuable suggestions. The committee has made a serious contribution to education and to the wider problems of mental hygiene. Although its findings may be tentative, and retjuire verification, the book will fulfil its purpose if it focusses attention on the non-intellectual factors in education. Its unattractive title may unfortunately debar readers from discovering its worth. M. Collins.
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