Hegel's Philosophy of Mind · Georg Wilhelm Friedrich Hegel
Essay II. Aims And Methods Of Psychology.
“This must be all changed, if we are not to drift into the barrenest scholastic.... Everywhere out of the correct perception that problems of principle demand the investigation of detailed phenomena, and that the latter investigation must proceed in comparative independence of the question of principles, there has grown the false belief that the description of detail phenomena is the ultimate aim of science. And so, side by side with details which are of importance to principles, we have others, utterly indifferent and theoretically worthless, treated with the same zeal. To the solution of their barren problems the old Schoolmen applied a certain acuteness; but in order to turn out masses of numbers from barren experiments, all that is needed is a certain insensibility to fits of ennui. Let numbers be less collected for their own sake: and instead, let the problems be so brought to a point that the answers may possess the character of principles. Let each experiment be founded on far more theoretical considerations, then the number of the experiments may be largely diminished(44).”
What is thus said of a special group of inquiries by one of the foremost of the younger psychologists, is not without its bearings on all the departments in which psychology can learn. For physiological, or what is technically called psychological, experiment, is co-ordinate with many other sources of information. Much, for instance, is to be learnt by a careful study of language by those who combine sound linguistic knowledge with psychological training. It is in language, spoken and written, that we find at once the great instrument and the great document of the distinctively human progress from a mere _Psyche_ to a mature _Nous_, from Soul to Mind. Whether we look at the varieties of its structure under different ethnological influences, or at the stages of its growth in a nation and an individual, we get light from language on the differentiation and consolidation of ideas. But here again it is easy to lose oneself in the world of etymology, or to be carried away into the enticing questions of real and ideal philology.
“The human being of the psychologist,” says Herbart(45), “is the social and civilised human being who stands on the apex of the whole history through which his race has passed. In him is found visibly together all the multiplicity of elements, which, under the name of mental faculties, are regarded as a universal inheritance of humanity. Whether they are originally in conjunction, whether they are originally a multiplicity, is a point on which the facts are silent. The savage and the new-born child give us far less occasion to admire the range of their mind than do the nobler animals. But the psychologists get out of this difficulty by the unwarranted assumption that all the higher mental activities exist potentially in children and savages—though not in the animals—as a rudimentary predisposition or psychical endowment. Of such a nascent intellect, a nascent reason, and nascent moral sense, they find recognisable traces in the scanty similarities which the behaviour of child or savage offers to those of civilised man. We cannot fail to note that in their descriptions they have before them a special state of man, and one which, far from accurately defined, merely follows the general impression made upon us by those beings we name civilised. An extremely fluctuating character inevitably marks this total impression. For there are no general facts:—the genuine psychological documents lie in the momentary states of individuals: and there is an immeasurably long way from these to the height of the universal concept of man in general.”
And yet Man in general,—Man as man and therefore as mind—the concept of Man—normal and ideal man—the complete and adequate Idea of man—is the true terminus of the psychological process; and whatever be the difficulties in the way, it is the only proper goal of the science. Only it has to be built up, constructed, evolved, developed,—and not assumed as a datum of popular imagination. We want a concept, concrete and real, of Man and of Mind, which shall give its proper place to each of the elements that, in the several examples open to detailed observation, are presented with unfair or exaggerated prominence. The savage and the child are not to be left out as free from contributing to form the ideal: virtues here are not more important than vices, and are certainly not likely to be so informing: even the insane and the idiot show us what human intelligence is and requires: and the animals are also within the sweep of psychology. Man is not its theatre to the exclusion of woman; if it records the results of introspection of the Me, it will find vast and copious quarries in the various modes in which an individual identifies himself with others as We. And even the social and civilised man gets his designation, as usual, _a potiori_. He is more civilised and social than others: perhaps rather more civilised than not. But always, in some measure, he is at the same time unsocial or anti-social, and uncivilised. Each unit in the society of civilisation has to the outside observer—and sometimes even to his own self-detached and impartial survey—a certain oddity or fixity, a gleam of irrationality, which shows him to fall short of complete sanity or limpid and mobile intelligence. He has not wholly put off the savage,—least of all, says the cynic, in his relations with the other sex. He carries with him even to the grave some grains of the recklessness and petulance of childhood. And rarely, if ever, can it be said of him that he has completely let the ape and tiger die.
But that is only one way of looking at the matter—and one which, perhaps, is more becoming to the pathologist and the cynic, than to the psychologist. Each of these stages of psychical development, even if that development be obviously describable as degeneration, has something which, duly adjusted, has its place and function in the theory of the normally-complete human mind. The animal, the savage, and the child,—each has its part there. It is a mutilated, one-sided and superficial advance in socialisation which cuts off the civilised creature from the natural stem of his ancestry, from the large freedom, the immense _insouciance_, the childlikeness of his first estate. There is something, again, wanting in the man who utterly lacks the individualising realism and tenderness of the woman, as in the woman who can show no comprehension of view or bravery of enterprise. Even pathological states of mind are not mere anomalies and mere degenerations. Nature perhaps knows no proper degenerations, but only by-ways and intricacies in the course of development. Still less is the vast enormity or irregularity of genius to be ignored. It is all—to the philosophic mind—a question of degree and proportion,—though often the proportion seems to exceed the scale of our customary denominators.
If an element is latent or quiescent (in arrest), that is no index to its absolute amount: “we know not what’s resisted.” Let us by all means keep proudly to our happy mediocrity of faculty, and step clear of insanity or idiotcy on one hand, and from genius or heroism on the other. But the careful observer will notwithstanding note how delicately graded and how intricately combined are the steps which connect extremes so terribly disparate. It is only vulgar ignorance which turns away in hostility or contempt from the imbecile and the deranged, and only a worse than vulgar sciolism which sees in genius and the hero nothing but an aberration from its much-prized average. Criminalistic anthropology, or the psychology of the criminal, may have indulged in much frantic exaggeration as to the doom which nature and heredity have pronounced over the fruit of the womb even before it entered the shores of light: yet they have at least served to discredit the free and easy assumption of the abstract averagist, and shown how little the penalties of an unbending law meet the requirements of social well-being.
Yet, if psychology be willing to learn in all these and other provinces of the estate of man, it must remember that, once it goes beyond the narrow range in which the interpretations of symbol and expression have become familiar, it is constantly liable to blunder in the inevitable effort to translate observation into theory. The happy mean between making too much of palpable differences and hurrying on to a similar rendering of similar signs is the rarest of gifts. Or, perhaps, it were truer to say it is the latest and most hardly won of acquirements. To learn to observe—observe with mind—is not a small thing. There are rules for it—both rules of general scope and, above all, rules in each special department. But like all “major premisses” in practice, everything depends on the power of judgment, the tact, the skill, the “gift” of applying them. They work not as mere rules to be conned by rote, but as principles assimilated into constituents of the mental life-blood: rules which serve only as condensed reminders and hints of habits of thought and methods of research which have grown up in action and reflection. To observe we must comprehend: yet we can only comprehend by observing.
We all know how unintelligible—save for epochs of ampler reciprocity, and it may be even of acquired unity of interest—the two sexes are for each other. Parents can remember how mysteriously minded they found their own elders; and in most cases they have to experience the depth of the gulf which in certain directions parts them from their children’s hearts. Even in civilised Europe, the ordinary member of each nation has an underlying conviction (which at moments of passion or surprise will rise and find harsh utterance) that the foreigner is queer, irrational, and absurd. If the foreigner, further, be so far removed as a Chinaman (or an Australian “black”), there is hardly anything too vile, meaningless, or inhuman which the European will not readily believe in the case of one who, it may be, in turn describes him as a “foreign devil.” It can only be in a fit of noble chivalry that the British rank and file can so far temporise with its insular prejudice as to admit of “Fuzzy-wuzzy” that “He’s a poor benighted ’eathen—but a first-class fightin’ man.” Not every one is an observer who chooses to dub himself so, nor is it in a short lapse of time and with condescension for foreign habits, that any observer whatever can become a trustworthy reporter of the ideas some barbarian tribe holds concerning the things of earth and air, and the hidden things of spirits and gods. The “interviewer” no doubt is a useful being when it is necessary to find “copy,” or when sharp-drawn characters and picturesque incidents are needed to stimulate an inert public, ever open to be interested in some new thing. But he is a poor contributor to the stored materials of science.
It is of other stuff that true science is made. And if even years of nominal intercourse and spatial juxtaposition sometimes leave human beings, as regards their inner selves, in the position of strangers still, what shall be said of the attempt to discern the psychic life of animals? Will the touch of curiosity which prompts us to watch the proceedings of the strange creatures,—will a course of experimentation on their behaviour under artificial conditions,—justify us in drawing liberal conclusions as to why they so behaved, and what they thought and felt about it? It is necessary in the first place to know what to observe, and how, and above all what for. But that presumed, we must further live with the animals not only as their masters and their examiners, but as their friends and fellow-creatures; we must be able—and so lightly that no effort is discernable—to lay aside the burden and garb of civilisation; we must possess that stamp of sympathy and similarity which invites confidence, and breaks down the reserve which our poor relations, whether human or others, offer to the first approaches of a strange superior. It is probable that in that case we should have less occasion to wonder at their oddities or to admire their sagacity. But a higher and more philosophical wonder might, as in other cases when we get inside the heart of our subject, take the place of the cheap and childish love of marvels, or of the vulgar straining after comic traits.
Of all this mass of materials the psychologist proper can directly make only a sparing use. Even as illustrations, his data must not be presented too often in all their crude and undigested individuality, or he runs the risk of leaving one-sided impressions. Every single instance, individualised and historical,—unless it be exhibited by that true art of genius which we cannot expect in the average psychologist—narrows, even though it be but slightly, the complete and all-sided truth. Anecdotes are good, and to the wise they convey a world of meaning, but to lesser minds they sometimes suggest anything but the points they should accentuate. Without the detail of individual realistic study there is no psychology worth the name. History, story, we must have: but at the same time, with the philosopher, we must say, I don’t give much weight to stories. And this is what will always—except in rare instances where something like genius is conjoined with it—make esoteric science hard and unpopular. It dare not—if it is true to its idea—rest on any amount of mere instances, as isolated, unreduced facts. Yet it can only have real power so far as it concentrates into itself the life-blood of many instances, and indeed extracts the pith and unity of all instances.
Nor, on the other hand, can it turn itself too directly and intently towards practical applications. All this theory of mental progress from the animate soul to the fullness of religion and science deals solely with the universal process of education: “the education of humanity” we may call it: the way in which mind is made true and real(46). It is therefore a question of intricacy and of time how to carry over this general theory into the arena of education as artificially directed and planned. To try to do so at a single step would be to repeat the mistake of Plato, if Plato may be taken to suppose (which seems incredible) that a theoretical study of the dialectics of truth and goodness would enable his rulers, without the training of special experience, to undertake the supreme tasks of legislation or administration. All politics, like all education, rests on these principles of the means and conditions of mental growth: but the schooling of concrete life, though it may not develop the faculty of formulating general laws, will often train better for the management of the relative than a mere logical Scholastic in first or absolute principles.
In conclusion, there are one or two points which seem of cardinal importance for the progress of psychology. (1) Its difference from the physical sciences has to be set out: in other words, the peculiarity of psychical fact. It will not do merely to say that experience marks out these boundaries with sufficient clearness. On the contrary, the terms consciousness, feeling, mind, &c., are evidently to many psychologists mere names. In particular, the habits of physical research when introduced into mental study lead to a good deal of what can only be called mythology. (2) There should be a clearer recognition of the problem of the relations of mental unity to mental elements. But to get that, a more thorough logical and metaphysical preparation is needed than is usually supposed necessary. The doctrine of identity and necessity, of universal and individual, has to be faced, however tedious. (3) The distinction between first-grade and second-grade elements and factors in the mental life has to be realised. The mere idea as presentative or immediate has to be kept clear of the more logico-reflective, or normative ideas, which belong to judgment and reasoning. And the number of these grades in mental development seems endless. (4) But, also, a separation is required—were it but temporary—between what may be called principles, and what is detail. At present, in psychology, “principles” is a word almost without meaning. A complete all-explaining system is of course impossible at present and may always be so. Yet if an effort of thought could be concentrated on cardinal issues, and less padding of conventional and traditional detail were foisted in, much might thereby be done to make detailed research fruitful. (5) And finally, perhaps, if psychology be a philosophical study, some hint as to its purpose and problem would be desirable. If it is only an abstract branch of science, of course, no such hint is in place.
Ideas discussed in this chapter
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