|
|
|
|
|
| 1.
|
The educational lawsuit of interest versus effort
|
1
|
| 2.
|
The case against the current theory of effort
|
2
|
| 3.
|
The case against the current theory of interest
|
3
|
| 4.
|
Each is strong in its attacks upon the opposite theory
|
6
|
| 5.
|
Both fail to recognize the identity of facts and actions with the self
|
7
|
| 6.
|
Both are intellectually and morally harmful
|
7
|
| 7.
|
The child's demand for realization of his own impulses cannot be suppressed
|
8
|
| 8.
|
Emphasizing outward habits of action leaves the child's inner nature to its caprices
|
10
|
| 9.
|
Making things interesting substitutes the pleasure of excitation for that of activity
|
12
|
| 10.
|
The result is division of energies
|
13
|
|
|
(a) In disagreeable effort it is simultaneous
|
|
|
|
(b) In adventitious interest it is successive
|
|
| 11.
|
When properly conceived, interest and effort are vitally related
|
14
|
| |
|
|
|
|
|
|
|
| 1.
|
A brief descriptive account of interest
|
16
|
| 2.
|
The active or propulsive phase
|
17
|
| 3.
|
The objective phase
|
19
|
|
|
|
|
