Education; Educational psychology; Moral education
Sensitiveness, the third quality in our list, is in a sense a
corrective of mere courage. Courageous behaviour is easier for a man
who fails to apprehend dangers, but such courage may often be foolish.
We cannot regard as satisfactory any way of acting which is dependent
upon ignorance or forgetfulness: the fullest possible knowledge and
realization are an essential part of what is desirable. The cognitive
aspect, however, comes under the head of intelligence; sensitiveness,
in the sense in which I am using the term, belongs to the emotions. A
purely theoretical definition would be that a person is emotionally
sensitive when many stimuli produce emotions in him; but taken thus
broadly the quality is not necessarily a good one. If sensitiveness is
to be good, the emotional reaction must be in some sense _appropriate_:
mere intensity is not what is needed. The quality I have in mind is
that of being affected pleasurably or the reverse by many things, and
by the right things. What are the right things, I shall try to explain.
The first step, which most children take at the age of about five
months, is to pass beyond mere pleasures of sensation, such as food
and warmth, to the pleasure of social approbation. This pleasure, as
soon as it has arisen, develops very rapidly: every child loves praise
and hates blame. Usually the wish to be thought well of remains one of
the dominant motives throughout life. It is certainly very valuable
as a stimulus to pleasant behaviour, and as a restraint upon impulses
of greed. If we were wiser in our admirations, it might be much more
valuable. But so long as the most admired heroes are those who have
killed the greatest number of people, love of admiration cannot alone
be adequate to the good life.
Public-domain text, read in full here on John Shaqi.
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