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.