Ontario Normal School Manuals: Science of Education | Page 6

coin.
=Significance of Conscious Reactions.=--In a conscious reaction upon any situation, or problem, therefore, the mind first uses its present ideas, or experience, in weighing the difficulties of the situation, and it is only after it satisfies itself in theory that a solution has been reached that the physical response, or application of the plan, is made. Hence the individual not only directs his actions by his higher intelligent nature, but is also able to react effectively upon varied and unusual situations. This, evidently, is not so largely the case with instinctive or habitual reactions. For efficient action, therefore, there must often be an adequate mental adjustment prior to the expression of the physical action. For this reason the value of consciousness consists in the guidance it affords us in meeting the demands laid upon us by our surroundings, or environment. This will become more evident, however, by a brief examination into the nature of experience itself.
EXPERIENCE
=Its Value.=--In the above example of conscious adjustment it was found that a new experience arises naturally from an effort to meet some need, or problem, with which the mind is at the time confronted. Our ideas, therefore, naturally organize themselves into new experiences, or knowledge, to enable us to gain some desired end. It was in order to effect the recovery of the lost coin, for example, that conscious effort was put forth by the lad to create a mental plan which should solve the problem. Primarily, therefore, man is a doer and his ideas, or knowledge, is meant to be practical, or to be applied in directing action. It is this fact, indeed, which gives meaning and purpose to the conscious states of man. Hour by hour new problems arise demanding adjustment; the mind grasps the import of the situation, selects ways and means, organizes these into an intelligent plan, and directs their execution, thus enabling us:
Not without aim to go round In an eddy of purposeless dust.
=Its Theoretic or Intellectual Value.=--But owing to the value which thus attaches to any experience, a new experience may be viewed as desirable apart from its immediate application to conduct. Although, for instance, there is no immediate physical need that one should learn how to resuscitate a drowning person, he is nevertheless prepared to make of it a problem, because he feels that such knowledge regarding his environment may enter into the solution of future difficulties. Thus the value of new experience, or knowledge, is often remote and intellectual, rather than immediate and physical, and looks to the acquisition of further experience quite as much as to the directing of present physical movement. Beyond the value they may possess in relation to the removal of present physical difficulty, therefore, experiences may be said to possess a secondary value in that they may at any time enter into the construction of new experiences.
=Its Growth: A. Learning by Direct Experience.=--The ability to recall and use former experience in the upbuilding of an intelligent new experience is further valuable, in that it enables a person to secure much experience in an indirect rather than in a direct way, and thus avoid the direct experience when such would be undesirable. Under direct experience we include the lessons which may come to us at first hand from our surroundings, as when the child by placing his hand upon a thistle learns that it has sharp prickles, or by tasting quinine learns that it is bitter. In this manner direct experience is a teacher, continually adjusting man to his environment; and it is evident that without an ability to retain our experiences and turn them to use in organizing a new experience without expressing it in action, all conscious adjustments would have to be secured through such a direct method.
=B. Learning Indirectly.=--Since man is able to retain his experiences and organize them into new experiences, he may, if desirable, enter into a new experience in an indirect, or theoretic, way, and thus avoid the harsher lessons of direct experience. The child, for example, who knows the discomfort of a pin-prick may apply this, without actual expression, in interpreting the danger lurking in the thorn. In like manner the child who has fallen from his chair realizes thereby, without giving it expression, the danger of falling from a window or balcony. It is in this indirect, or theoretic, way that children in their early years acquire, by injunction and reproof, much valuable knowledge which enables them to avoid the dangers and to shun the evils presented to them by their surroundings. By the same means, also, man is able to extend his knowledge to include the experiences of other men and even of other ages.
=Relative Value of Experiences.=--While the value of experience consists in its power to adjust man to present or future