The accomplishment ratio : $b A treatment of the inherited determinants of disparity in school productFranzen, Raymond
Science
The accomplishment ratio : $b A treatment of the inherited determinants of disparity in school product
Franzen, Raymond
Ability -- Testing; Educational psychology; Educational tests and measurements
Woodworth says in a criticism of McDougall’s view of instincts: “What
he here overlooks is the fact of native capacities or rather, the fact
that each native capacity is at the same time a drive towards the sort
of activity in question. The native capacity for mathematics is, at the
same time, an interest in things mathematical and in dealing with such
things. This is clearly true in individuals gifted with a great capacity
for mathematics.”[21]
I do not wish to become involved here in a discussion of the original
nature of man on the instinctive side. I wish merely to rebel at
the assumption of specific inheritance of abilities that are really
sociological units. Mathematics is an ability which is useful to us,
which we have come to encourage in education. But it is a man-made unit.
There is no reason to believe that the inherited components of mentality
are in any direct way related to such talents as mathematics or music.
The units may vaguely predispose, but the units are not mathematics and
music. We may say that the inherited physical and chemical units of
the nervous system may be so distributed as to predispose one man to
mathematics, and another to music, but we must not argue for inherited
interests as correlates. The evidence is all that the inherited nervous
chemistry of the individual is what on the side of behavior, we define
as intelligence—power of adaptation. We may logically fall back on the
inheritance of predisposition to ability, meaning thereby the inheritance
of such nervous qualities as will better fit the individual to cope
with mathematical than with musical situations; but if we adopt this
cautious ground in disputation we cannot argue in another matter for
an inherited interest in mathematics, innate because of the inborn
mathematical talent. If the inherited qualities merely predispose they
merely delimit; just as a man born without arms would probably not become
a great baseball player, nor a deaf man a great musician, nor a man with
poor motor control a skilled mechanic—so we are predisposed nervously
for capacities. Hence can we argue that the inborn root of the interest
is the capacity? Is it not safer to assume that interests in success,
approval of fellowmen and general mental activity led to the development
of the capacity by virtue of a favorable environment, and led by the same
environment to interests centered about its activity?
Public-domain text, read in full here on John Shaqi.
Reviews
Reviews
No reviews yet
Be the first to share your thoughts on this work.
Join the Discussion
Join the discussion
Sign in to leave a comment or review.
Sign InorCreate an account