Special talents and defects : $b Their significance for education — John Shaqi
Special talents and defects : $b Their significance for educationHollingworth, Leta Stetter
Science
Special talents and defects : $b Their significance for education
Hollingworth, Leta Stetter
Educational psychology; Educational tests and measurements; Exceptional children
Folk-wisdom has also seen men under mental types. According to the
theory of types, the human species is divided into separate categories,
with respect to mental constitution. There would thus be the musical and
the unmusical, the quick and the slow, the imaginative and the
unimaginative, the eye-minded and the ear-minded, and so forth. The
observable complexities of behavior have further led to the description
of a given person by a combination of type-terms, as, for example,
“quick-musical-imaginative,” or “mathematical-accurate-unimaginative.”
Persons thus classified by types, are thought to be of “different
kinds,” “equal” but “unlike.” Two persons are thus compared as an apple
is compared to an orange. Both fruits are “equal,” but of “different
types.” People, according to this conception of human nature, are not
thought of as differing from each other simply in amount, as an apple is
compared with a larger, a smaller, or a sweeter apple. Comparison in
terms of amount is disagreeable in some respects, so that uncontrolled
speculation would surely tend to favor the theory of distinct types.
Type-terms have also been invented for temperament,—sanguine, choleric,
melancholic, phlegmatic. The idea underlying this classification is that
everyone belongs to one or another of these distinct temperamental
types, and, furthermore, that there is a relationship among types which
warrants fixed hyphenated categories.
The mental traits or “faculties” thus classified and hyphenated are
conceived as entities, having each its distinct existence in the
individual mind, and being susceptible to general training and
strengthening, by prescribed exercises. Thus it has been believed that
“the observation” may be developed by exercises with particular
materials, so that all materials whatsoever will be observed equally or
approximately as well.
Speculation has been much occupied, as the history of human thought
shows, with the problem of the origin of individual endowment. Many
different possible explanations were proposed, before the day of
quantitative measurement in psychology. It has been surmised that mental
endowment is the result of prenatal influences, the wishes and
environment of the mother, during the period of gestation; or that it is
the result of education; or that it arises from the physical accidents
met with by the organism; or that it may be inherited from ancestors, as
physical traits rather obviously are. On the whole, speculation has
favored the notion that mental endowment originates in the environment.
The idea that ability is hereditary, determined for each by the
conditions of ancestry, is repugnant. Man prefers to consider that he
can himself determine what he will do and be. This doctrine will not be
tenable if it is admitted that talents and deficiencies are determined
in the germ-plasm, from which the organism springs; that man can only
use, not choose, his mental endowment.
Public-domain text, read in full here on John Shaqi.
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