What William James Still Teaches Us About Teaching: A Reflective Look at "Talks to Teachers" in Ed Psych Today
Recently, I’ve been inspired to visit—and revisit—some of the foundational texts in psychology as part of a new series I'm calling Revisiting the Roots: Educational Psychology Classics Reconsidered. This isn’t just nostalgia. It’s an attempt to reacquaint myself with original ideas and examine them in the light of what we know now. What perspectives have endured? Which assumptions feel out of step with today’s classrooms? And what wisdom might we have overlooked in our rush toward new-ness?
In this first post of the series, I consider William James’s Talks to Teachers on Psychology. More than a century ago, James—a philosopher and psychologist with a rare gift for clarity—delivered a series of talks to teachers that were later compiled into this classic text. Despite the passage of time, his insights remain startlingly relevant. His reflections on the psychology of learning, habit formation, and the art of teaching still resonate with many challenges educators and school psychologists face today.
If you’d like to access the original source, please check out the Gutenberg.org link below:
James, W. (1899). Talks to teachers on psychology: And to students on some of life’s ideals. Henry Holt and Company. https://www.gutenberg.org/ebooks/16287
In this blog post, I revisit some of James’s key ideas and explore how they can inform our modern educational and psychological practices.
1. Psychology Isn’t a Formula for Teaching
“Psychology is a science, and teaching is an art… sciences never generate arts directly out of themselves.”
James warned against expecting psychology to deliver ready-made methods for the classroom. Today, we see this caution echoed in the difference between evidence-based and evidence-informed teaching. Psychological research offers essential tools, but it is the teacher’s skill, creativity, and judgement that animate the classroom. Just as no two students are the same, no theory works identically for everyone.
2. Teaching Is About Behaviour, Not Just Knowledge
“Regard your professional task as… training behaviour… in the widest possible sense.”
James placed behaviour at the centre of education. This aligns with current approaches like Positive Behaviour for Learning (PB4L), Social Emotional Learning (SEL), and executive function training. We now widely accept that emotional regulation, resilience, collaboration, and habits of mind are just as critical as academic content.
3. Education Forms Internal Structures
“Education… is the organisation of acquired habits of conduct and tendencies to behaviour.”
This definition anticipates today’s emphasis on the transfer of learning, schema development, and behavioural conditioning. Whether through direct instruction or inquiry-based approaches, our goal is to build flexible, applicable knowledge and habits that serve students beyond the classroom.
4. Engagement Is Everything
“Work your pupil into a state of interest… fill him with devouring curiosity.”
James knew that without engagement, learning withers. Modern educational psychology reinforces this through motivational theories like Deci and Ryan’s Self-Determination Theory, which highlights the roles of autonomy, competence, and relatedness. Engagement strategies like gamification, project-based learning, and culturally sustaining pedagogy all reflect James’s insight.
5. Knowing Psychology Doesn't Make You a Good Teacher
“The alpha and omega of the teacher’s art… are things to which psychology cannot help us in the least.”
Even today, knowing theory is not enough. The best teachers blend content knowledge with pedagogical skill, classroom management, emotional intelligence, and creative problem-solving. Frameworks like Shulman’s Pedagogical Content Knowledge (PCK) support James’s argument that artistry cannot be replaced by science. PCK specifically supports this idea by showing that knowing your subject (science) and knowing how people learn (psychology) aren’t sufficient—what matters is the interplay between the two, in context.
6. Teaching Is Like War: Strategic, Human, and Unpredictable
“The mind of your own enemy, the pupil, is working away from you…”
To me, this metaphor captures the complexity of human learning. Just like generals can’t fully control a battlefield, teachers can't predict every student's needs or reactions. Today, we acknowledge this through concepts like adaptive expertise and culturally responsive teaching, which require ongoing responsiveness and attunement.
7. Habit Formation Is Central to Learning
“The aim of education is to make useful habits automatic.”
This remains central in cognitive science. Whether it’s literacy fluency or positive classroom routines, automaticity frees up cognitive resources for deeper learning. Modern approaches to skill development, including spaced practice and retrieval-based learning, align with James’s principles.
8. Be Wary of Hype: Psychology Evolves Slowly
“There is no ‘new psychology’ worthy of the name…”
James’s scepticism of overblown claims remains relevant in today’s world of commercialised “edu-trends” and neuromyths. From learning styles to Brain Gym, educators have seen how seductive but unproven ideas can derail sound practice. Evidence-based education requires thoughtful appraisal, not fads.
9. Link the New to the Known
“The new in the old is what excites interest.”
Modern theories of learning, such as schema theory and constructivism, echo this view. We now understand that learners build knowledge best when it connects to existing mental frameworks. Scaffolding, concept mapping, and prior knowledge activation are key strategies.
10. Don’t Overburden Teachers
“The worst thing… is to get a bad conscience… because she feels herself hopeless as a psychologist.”
James’s empathy for teachers is striking. He warns against adding to teachers’ already heavy workload by expecting them to be psychologists or researchers. In today’s world of burnout and over-regulation, this warning feels especially prescient. Educational and school psychologists now advocate for supportive systems approaches that honour teacher expertise and provide well-being support.
Conclusion
William James reminds us that education is not only a science but a profoundly human endeavour. His blend of psychological insight, humility, and practical wisdom offers a powerful counterpoint to overly technical, top-down reform. As we face new challenges in 21st-century classrooms—from digital distractions to mental health needs—James’s call for engagement, curiosity, and behavioural insight continues to inspire.
In honouring the art of teaching, we also affirm its heart.
Election 2023: Will NZ's Future Leaders Prioritise Youth Mental Well-being?
Valerie A. Sotardi, PhD
As New Zealanders gear up for an upcoming election, there's a pressing issue that demands attention: the mental health of our young people, particularly those aged 16-25. This age group, teetering on the brink of adulthood, faces unique challenges, fears, and stressors that can have lasting impacts on their mental well-being. It's time our politicians recognise the gravity of this issue and prioritise it in the election dialogue.
Why Youth Mental Health Matters
The Vulnerability of Transition: The age bracket of 16-25 is a tumultuous period. From academic pressures to the onset of adult responsibilities, young New Zealanders are navigating a sea of change. This transition can be overwhelming, leading to anxiety, depression, and other mental health issues.
The Future of Our Nation: Today's youth are tomorrow's leaders. Their mental well-being directly correlates with the country’s future prosperity and progress. Ignoring their mental health now can lead to long-term societal and economic repercussions.
Rising Rates of Mental Health Issues: Recent studies have shown an alarming increase in mental health issues among young New Zealanders (Sutcliffe et al., 2023). This trend cannot be overlooked. Immediate action and intervention are crucial.
Challenges in Mental Health Delivery and Education
Inadequate Services: Despite the rising need, New Zealand faces a shortage of quality mental health services tailored for young people. Long waiting times, lack of specialised care, and limited accessibility in rural areas are just a few of the challenges.
Stigma and Lack of Awareness: Mental health is still shrouded in stigma. Many young individuals hesitate to seek help due to fear of judgment. Moreover, there's a glaring lack of mental health education in teaching programmes, schools, and communities, often leading to misconceptions and ignorance.
Financial Constraints: Quality mental health care often comes at a price. Many young New Zealanders, especially those from low-income families, find it challenging to access the necessary support due to financial barriers (Kulshrestha & Shahid, 2022).
Topics for Election Discussions
Increased Funding for Youth Mental Health Services: Politicians must pledge to allocate more funds to develop and enhance effective mental health services specifically designed for rangatahi.
Mental Health Education in Schools: Introducing comprehensive mental health education in teacher training and in the New Zealand curriculum can equip students with the knowledge and tools to navigate their mental well-being. It can also play a pivotal role in breaking the stigma.
Training and Recruitment: There's an urgent need to train and recruit more mental health professionals who specialise in youth mental health. This can ensure timely and effective intervention.
Accessible and Affordable Care: Mental health support should not be a luxury. Efforts must be made to make these services accessible to all, irrespective of their financial background.
Community Outreach Programmes: Whanau and community programmes can play a significant role in raising awareness, offering support, and building a network for young people to lean on.
The upcoming New Zealand election offers a golden opportunity to bring the pressing issue of youth mental health to the forefront. Our rangatahi are not just statistics; they are our children, siblings, friends, and the future of New Zealand. Their mental well-being is a collective responsibility, and it's time our politicians took it seriously.
Let's hope that when the election discussions commence, youth mental health isn't just a footnote but a headline.
Whāia te iti kahurangi ki te tūohu koe me he maunga teitei. Seek the treasure you value most dearly: if you bow your head, let it be to a lofty mountain.