Human Traits and their Social Significance

by Irwin Edman

Where such a maladjustment occurs, the uneasiness, discomfort, and frustration of action may be removed in one of two ways. Adjustment may be achieved, as we have already seen, through physical trial and error, through a hit-and-miss experimentation with every possible response until the appropriate one is made. This is the only way in which animals can learn to modify their instinctive tendencies into habits more adequate to their conditions. The more economical and effective process, one peculiar to human beings, is that of reflection. To think or to reflect means to postpone response to a given problematic situation until the possible consequences of the possible responses have been mentally traced out. Instead of actually making every response that occurs to us, we make all of them imaginatively. Instead of consuming time and energy in physical trial and error, we go through the process of mental trial and error. We make no response at all in action until we have surveyed all the possibilities of action and their possible consequences. And when we do make a response we make it on the basis of those foreseen consequences.[1]

[Footnote 1: The possibilities of response that do occur to us are, on the whole, determined by past training and native differences in temperament. But part of the process of reflection is, as we shall see in the chapter on "Science and Scientific Method," concerned with deliberately enlarging the field of possible responses in the solution of a given problem.]

In other words, the situation is analyzed. What is the end or adjustment sought, what are the possible responses, and how far is each of them suited as a means to achieving the satisfaction sought? Instead of going through every random course of action that suggests itself, each one is "dramatically rehearsed." Finally, that response is made which gives most promise in terms of its prophesied consequences of adjusting us to our situation.

Illustration of the reflective process. A student may, for example, be seated at his study, preparing for an examination. A friend enters and suggests going for a walk or to the theater. If the student were to follow this first immediate impulse he would, before he realized it, be off for an evening's entertainment. But instead of responding immediately, dropping his books, reaching for his hat, opening the door, and ringing for the elevator (a series of habitual acts initiated by the instinctive desire for rest, variety, and companionship), he may rehearse in imagination the various possibilities of action. In general terms, what happens is simply this:[1]

[Footnote 1: The technique of reflection will be discussed in detail in the chapter on "Science and Scientific Method.">[

On the one hand, the gregarious instinct, the desire for rest, native curiosity, and an acquired interest in drama may prompt him strongly to go to the theater. On the other hand, the habits of industry, ambition, self-assertion, and studying in the evening urge him to stay at home and study. The first course of action may, for the moment, be immediately attractive and stimulating. But instead of responding to either immediately, the student rehearses dramatically the possibilities associated with each. On the one hand are the immediate satisfactions of rest, amusement, and companionship. But as further consequences of the impulse to go out to the theater are seen—or, rather, are foreseen—failure in the examination, the loss of a scholarship, pain to one's family or friends, and chagrin at the frustration of one's deepest and most permanent ideals. The second course of action, to stay at home and study, though it is seen to have connected with it certain immediate privations, is foreseen to involve the further consequences of passing the examination, keeping one's scholarship, and maintaining certain personal or intellectual standards one has set one's self. Even if the student decides to follow the first course of action to which an immediate impulse has prompted him, his act is different in quality from what it would have been if he had not reflected at all. The student goes out fully aware of the consequences of what he is doing; he goes for the immediate pleasure and in spite of the possible failure in the examination. The very heart of reflective behavior is thus seen to lie in the fact that present stimuli are reacted to, not for what they are as immediate stimuli, but for what they signify, portend, imply, in the way of consequences or results. And a response made upon reflection is made on the basis of these imaginatively realized consequences. We connect what we do with the results that flow from the doing, and control our action in the light of that prophetically realized connection.

The process is obviously not always so simple as that described in the above illustration. In the first place, more than two courses of action may suggest themselves. And the consequences of any one of them may be far more complex and far more obscure than any suggested in the above. For an individual to be able to decide a problem on the basis of consequences imaginatively foreseen, it is often necessary to institute a very elaborate system of connecting links between an immediately suggested course of action and its not at all obvious results. "Thinking a thing out" involves precisely this introduction of connecting links, or "middle terms," between what is immediately given or suggested and what necessarily, though by no means obviously, follows. This is illustrated in the case of any more or less theoretical problem and its solution. To perceive, for example, the connection between atmospheric pressure and the rise of water in a suction pump involves the introduction of connecting links in the form of the general law of gravitation, of which atmospheric pressure is a special case.

But the same is true of practical problems. A young man may be trying to decide whether or not to take a nomination to the training course at West Point. He may be attracted by the four years' training, and highly value the results of it. He may think, however, that the training involves an obligation to serve in the army; it may mean, for a long time, service in some remote army post. His decision may be determined by this last consideration, which required a series of intermediate "linking" ideas to bring to light.

The technique of scientific or expert thinking is, in large part, concerned with devices for enabling the thinker more securely to trace the obscure and remote connections between actions and their consequences, between causes and effects. But, whether simple or complex, the essential feature of reflective activity is that it is action performed in the light of consequences foreseen in imagination. Physical stimuli are not responded to immediately with physical action. They are responded to as symbols, signs, or portents; they are taken as symptoms of the results that would follow if they were acted upon. That is, they are, until decision is made, reacted to imaginatively. When an actual response is finally made, it is made on the basis of the results that have been more or less accurately and directly anticipated in imagination.

Reflection as the modifier of instinct. Reflection is primarily a revealer of consequences. Instead of yielding to the first impulse that occurs to him, the thinking man considers where that impulse, if followed out, will lead. And since man is moved by more than one impulse at a time, reflection traces the consequences of each, and determines action on the basis of the relative satisfactions it can prophesy after careful inquiry into the situation. To reflect is primarily to query a stimulus, to find out what it means in terms of its consequences. The more alert, persistent, and careful this inquiry, the more will instinctive tendencies be checked and modified and adjusted to new situations.