Psychology: an elementary text-bookEbbinghaus, Hermann
Science
Psychology: an elementary text-book
Ebbinghaus, Hermann
Psychology
The first argument fails because our immediate experience under no
conditions informs us exactly as to what caused and what did not cause
our actions. We have just seen that a serial movement cannot be carried
out unless constant sensory impressions are received from the progress
of the partial movements. Immediate experience gives us no information
about this necessity, which was entirely unsuspected until physiological
experiment and pathological observation revealed the fact. Immediate
experience tells a person who in his boarding house praises a very
ordinary dinner in exaggerated terms, that _he might have kept silent_
as he usually does--he does not remember that the evening before when he
was in a state of hypnosis a suggestion was given to him to praise his
dinner the following day. Everybody else knows that he will, that he
must, do it. He alone thinks, on the basis of his immediate experience,
that it was an act of free will without causation. It was free,
uncaused, in the same sense in which the issue of a disease, the outcome
of a war, the weather, the crops, are free and uncaused; that is, _he
was ignorant of the cause_.
Paralysis of activity is said to be the consequence of a belief in
universal causation. But surely the energetic and ambitious man is not
paralyzed by this belief. He feels that he is the tool used by nature to
shape the destinies of the world. How could a consciousness of his
importance in the causal connections of events paralyze his activity?
The idle and indolent may excuse his lack of activity by saying that it
is his nature to love inactivity, that he cannot help it. But who would
have any more respect for him on that account? Of course it is not his
belief in universal causation that makes him indolent. The lesson from
history is very significant in this respect, but it must not be read
one-sidedly. It is all right to point out that the fatalistic Islam is
losing piece after piece of its dominion. But the same fatalistic Islam
also conquered a world and for centuries kept all Europe in terror. Thus
it cannot be its fatalism that determined both its rise and its
downfall. In recent years, did the belief in predestination make the
Boers less energetic than the belief in freedom the orthodox Spaniards?
We must say, then, that in general neither belief is of much practical
significance. But as a guide in special cases the belief in universal
causation is by far preferable. What can give more encouragement to the
educator than the conviction that his efforts will bear fruit in one way
or other because they must help to shape and direct his pupil’s
activities in later life? What can be more discouraging than the belief
that, whatever may be his efforts, they are just as likely to be lost on
his pupil as to be effective, since the latter has the faculty of
causelessly acting either in one way or in the opposite way?
Public-domain text, read in full here on John Shaqi.
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