Activity 6.3: Returning to Free Will

Activity 6.3: Returning to Free Will

Question: James states in chapter eight of "The Laws of Habit" that “Ninety-nine hundredths or, possibly ninety-nine thousandths of our activity is purely automatic and habitual, from our rising in the morning to our lying down each night” (p. 33). In chapter fourteen,"The Will," he seems to contradict himself with the notion, “To think, in short, is the secret of will, just as it is the secret to memory” (p. 91).  Robert Richardson (YouTube) discusses William James’ ideas about free will from the book, Psychology: The Briefer Course (1892/2001). In chapter 17, "Will," James states, “’Will you or won't you have it so?’ is the most probing question we are ever asked; we are asked it every hour of the day and about the largest as well as the smallest, the most theoretical as well as the most practical, things. We answer by consents or non-consents and not by words” (p. 327). How would James reconcile these seemingly opposing views about human activity and thought, habit or free will?

Quote: On the subject of the education of will, William James tells teachers, “Your task is to build up a character in your pupils; and a character, as I have so often said, consists in an organized set of habits of reaction. Now of what do such habits of reaction themselves consist? They consist of tendencies to act characteristically when certain ideas possess us, and to refrain characteristically when possessed by other ideas” (p.90).

Personal Connection: I presented an article I wrote, called “At-Risk Students, Resiliency, Grit and STEM Education” to home-hospital teachers working with children who are “at-risk” due to one or more conditions that put them at risk for dropping out of school, going to jail or prison, or worse, committing suicide. I was interested in helping these adolescents find the will to help themselves, especially when their own families failed them by neglecting, and often abusing them, emotionally, physically and/or sexually. The research I did for my paper led me to the idea of character strength development. I wondered why some of our children seemed to have developed resiliency, determination and grit, while others had given up. It seems that some children have developed the will to ask themselves James’ important question, “Will you or won't you have it so?” (p. 327). They have come to realize that they have some control over their lives, in the choices they make, and with what they are willing and not willing to accept.

Outside Connection: Paul Tough wrote an article entitled, “What if the Secret to Success is Failure?” (2011). He talks about two schools in adjacent New York City neighborhoods, one wealthy (Riverdale), and one poor (Harlem), whose directors wanted help in developing a character report card because their students were missing what it takes to be successful after high school. They were lacking the strength, will and character needed to handle failure in their lives. The wealthy teens, so protected, that many had rarely experienced failure, while the poor, had rarely experienced success. With the help of Angela Duckworth, creator of the “Grit Scale,” they narrowed the essential traits/strengths down to seven, “zest, grit, self-control, social intelligence, gratitude, optimism, and curiosity” (p. 6). James says to teachers, “See to it now, I beg you, that you make freemen of your pupils by habituating them to act, whenever possible, under the notion of a good. Get them habitually to tell the truth, … by arousing their enthusiasm for honor and veracity” (pp. 94-95). I attended elementary school at St. Patrick's Catholic School in Cedar Falls, IA where I received report cards that had marks for achievement, effort, and conduct for each subject, emphasizing the value of character as well as academics; a great idea in my opinion.