George H. Mead

Scientific Method and the Moral Sciences

IT had become a commonplace of the psychologist that there is a structure in our experience which runs out beyond what we ordinarily term our consciousness; that this structure of idea determines to a degree not generally recognized the very manner of our perception as well as that of our thinking, and yet that the structure itself is generally not in the focus of our attention and passes unnoticed in our thought and perceiving. It was this dependence of our field of direct experience upon such an unrecognized part of what we call mind that Freud has made the theme of his doctrines, in a realm that lies on the border of the abnormal or just over it. It is one of the valuable by-products of the Freudian psychology that it has brought many people to recognize that we do not only our thinking but also our perceiving with minds that have already an organized structure which determines in no small degree what the world of our immediate and reflective experience shall be. It is possible to recognize other censors beside those dramatically placed by Freud at the door of so-called consciousness to pass upon the figures that enter our dreams. It is to one of these that I wish to call attention. It is that the intelligible order of the world implies a determined moral order-and for a moral order we may substitute a

Mind, Self, and Society: The Definitive Edition

George Herbert Mead is widely recognized as one of the most brilliantly original American pragmatists. Although he had a profound influence on the development of social philosophy, he published no books in his lifetime. This makes the lectures collected in Mind, Self, and Society all the more remarkable, as they offer a rare synthesis of his ideas. This collection gets to the heart of Meads meditations on social psychology and social philosophy. Its penetrating, conversational tone transports the reader directly into Meads classroom as he teases out the genesis of the self and the nature of the mind. The book captures his wry humor and shrewd reasoning, showing a man comfortable quoting Aristotle alongside Alice in Wonderland. Included in this edition are an insightful foreword from leading Mead scholar Hans Joas, a revealing set of textual notes by Daniel R. Huebner that detail the texts origins, and a comprehensive bibliography of Meads other published writings. While Meads lectures inspired countless students, much of his brilliance has been lost to time. This definitive edition ensures that Meads ideas will carry on, inspiring a new generation of thinkers.

Industrial Education, the Working-Man, and the School

The education of a workman has always been very close to his trade. The dependence of his training upon his trade is expressed in the word apprenticeship. The apprentice has been trained by helping under the direction of a master in the trade. If we go back far enough we find apprenticeship as a necessary introduction to every trade, and indeed the only introduction. The elementary school appeared in the first place to train the clerk and accountant. It was part of the apprenticeship of the

Editorial Notes: Industrial Education

When the educator talks of reforms in the school system we listen with complaisance. Our emotions are mildly stirred by the The pros and cons of the situation. With a sense of Manufacturer secure comfort in a bit of intellectual stimulus we in the have little real concern for the immediate future. Educational When the leaders of industry backed by the manuSituation facturing interests of the country take a hand in the discussion we lean forward in our seats-something is going to happen. It suddenly dawns upon us that epoch-making forces are at work and that the school system must be irresistibly drawn into their current. Such was the experience of those who attended the January meetings of the National Society for the Promotion of Industrial Education. That industrial education was the solution of the greatest number of the defects in the school seemed to be an accepted fact. Interest was most intense on the question of what Efficiency in the kind of industrial training would be effective. Trade School Even in its most specialized form-the trade school -it may evidently be of two kinds. Mr. Morse, of the Massachusetts commission on industrial education mentioned that in Switzerland an apprenticeship was