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A Theory of Volition and Its Implications for the Release of Human Potential. Patrick William Conway University of Massachusetts Amherst

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A Theory of Volition and Its Implications for the Release of Human Potential. Patrick William Conway University of Massachusetts Amherst University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1973 Purpose and the construction of experience : a theory of volition and its implications for the release of human potential. Patrick William Conway University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Conway, Patrick William, "Purpose and the construction of experience : a theory of volition and its implications for the release of human potential." (1973). Doctoral Dissertations 1896 - February 2014. 2818. https://scholarworks.umass.edu/dissertations_1/2818 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. © 1973 PATRICK WILLIAM CONWAY ALL RIGHTS RESERVED PURPOSE AND THE CONSTRUCTION OF EXPERIENCE: A THEORY OF VOLITION AND ITS IMPLICATIONS FOR THE RELEASE OF HUMAN POTENTIAL A Dissertation Presented by Patrick William Conway Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the deg DOCTOR OF EDUCATION June, 1973 PURPOSE AND THE CONSTRUCTION OF EXPERIENCE: A THEORY OF VOLITION AND ITS IMPLICATIONS FOR THE RELEASE OF HUMAN POTENTIAL A Dissertation Presented Patrick William Conway Approved as to style and content by: — lO —j (Member) June, 1973 11 ABSTRACT Purpose and the Construction of Experience: A Theory of Volition and Its Implication for the Release of Human Potential. (July 1973) Patrick William Conway, B.A., University of California, Santa Cruz, 1969. Directed by: Dr. Daniel C. Jordan This dissertation undertakes two main tasks. The first is to develop a conceptual framework sufficiently adequate to integrate the diverse range of theoretical and empirical perspectives on the nature of purpose and its role in the release of human potentialities. The basic theo- retical principles are derived from the organismic process philosophy of Alfred North Whitehead. These foundational principles, in turn, provide the basis for a critical analy- sis of literature pertinent to the problem of purposive activity. The results of this analysis are synthesized into a general theory of volition which holds major implications for educational planning, particularly in early and middle childhood. Volition is defined as the process by which conscious purpose emerges and determines the structural and functional aspects of human experience. The theory then analyzes volition in terms of three component processes; of which constitutes attention, goal - sett ing , and will--each successively more specialized modes of purposive activity. The second task is to extract educational objectives from the developmental trends identified and suggest proto- typical learning experiences to facilitate the growth of volitional competence. DEDICATION To my parents, my wife, Nancy and to the memory of my brother whose love and inspiration made possible this adventure. v ACKNOWLEDGEMENTS With the completion of a project that has consumed a major portion of one's energies over a period of months comes retrospection upon the numerous moments of struggle, discovery, frustration and joys which accompanied this ef- fort. Many have provided, directly and indirectly, guidance and support during critical periods in my work. First of all, there is Dr. Raymond Shepard, a colleague and friend whose influence is felt on many levels: A visionary whose adventures in ideas suggested new horizons which ultimately helped to shape the conceptual foundations of this dissertation. I am also greatly indebted to Dr. Daniel C. Jordan, my major advisor and director, whose dedi- cation to excellence and generous support has been an in- dispensible source of inspiration and sustenance to me. The warm encouragement and guidance of Dr. Donald Streets, Dr. Linda Blane, and Dr. Marvin Daehler is also gratefully ack- nowledged. Special appreciation is extended to Dr. Jeffrey Eiseman. His careful analysis and thoughtful criticism helped to strengthen a number of weak points in the manuscript. I must also thank members of the ANISA staff whose reviews and comments upon various sections of the dissertation proved most helpful. On a more fundamental level, it has been my wife, Nancy, and son, Michael, who have given most deeply that this typing goal might be realized. In addition to painstakingly and proof-reading a major portion of the crucial first draft, Nancy made untold personal sacrifices while suffering a serious back injury. Finally, I wish to acknowledge the truly professional services of Mrs. Edyth Overing whose attention to detail and meticulous skill rendered an exquisite final copy. Vll TABLE OF CONTENTS Page DEDICATION v ACKNOWLEDGEMENTS vii INTRODUCTION xi CHAPTER ONE THE RECONSTRUCTION OF TELEOLOGY 1 1.1 METAPHYSICAL BASIS OF MODERN EXPERIMENTAL PSYCHOLOGY 1.1.1 Materialism and the Partitioning of Science and Philosophy 1 1.1.2 The Crisis of Mentality and Purpose 3 1.1.3 Reductionism 7 1.1.4 Reductionism in Psychoanalysis 10 1.1.5 Reductionism in Behaviorism 12 1.1.6 Materialism, and the Fallacy of Misplaced Concreteness 14 1.1.7 Final Cause and Mentality in Biological Evolution 14 1.1.8 Metaphysics of Substance: The Bifurcation of Matter and Mind 20 1.1.9 Metaphysical Implication of 20th Century Physics: Substance Revisited 22 1.2 ORGANIC METAPHYSICS AND PURPOSE 26 1.2.1 Ontological Stratification: A Hierarchical Model of Causality 26 1.2.2 Mind and Body in Organic Processes 32 1.3 SUMMARY OF FOUNDATIONAL PRINCIPLES AND PROSPECTUS 35 1.3.1 Overview 35 1.3.2 Purpose, Potentiality and Concrescence: The Hierarchy of Boundaries in Process 36 1.3.3 Purpose: Anthropological Perspective 40 1.3.4 Purpose and Intrinsic Motivation: A Critique 42 1.3.5 The Theory Introduced 43 viii CHAPTER TWO ATTENTION 50 2.0 ELABORATE DESCRIPTION 50 2.1 INTRODUCTION AND OVERVIEW 50 2.2 PHILOSOPHICAL FOUNDATIONS: A CONCEPTUAL FRAMEWORK 53 2.2.1 Titchener 53 2.2.2 James 55 2.2.3 Attention and the Structure of Consciousness 57 2.2.4 Attention as Prehension 61 2.2.5 Intent ionality and Interest: The Affective Base of Attention 66 2.3 PSYCHOLOGICAL INTERPRETATIONS 69 2.3.1 Attention as Organization 73 2.3.2 Attention as Selectivity 75 2.3.3 The Filter Model 78 2.3.4 Issues in Perceptual Theory 84 2.3.5 Perception as Organismic Process 86 2.3.6 The Dynamics of Perception 91 2.4 TOWARD A COMPREHENSIVE THEORY OF ATTENTION 95 2.4.1 Attention and the Morphology of Abstraction 95 2.4.2 The Purposive Base of Awareness 98 2.4.3 The Physiology of Attention 101 2.4.4 Operational Phases 105 2.4.5 Conclusion 109 111 2.5 THEORETICAL JUSTIFICATION Competence and Attention 111 2.5.1 Learning i r 1115 2.5.2 Attention and Volition 2.5.3 The Role of Attention in the Exercise of Values: Its Significance for Moral and Spiritual Development 122 124 2.6 DEVELOPMENTAL CONSIDERATIONS 133 2.7 EDUCATIONAL OBJECTIVES IMPLICATIONS FOR PEDAGOGICAL PRACTICE AND 2.8 134 PROTOTYPICAL EXPERIENCES IX 2.9 EVALUATION 143 CHAPTER THREE GOAL SETTING 147 3.1 ELABORATE DESCRIPTION 147 3.1.1 Goal-Setting as A Mode of Prehension 147 3.1.2 A Note on Goals versus Decisions 150 3.1.3 Goal-Setting and the Problems of Motivation 150 3.1.4 Phases of the Goal-Setting Process 154 3.1.5 Qualitative Aspects of Goal-Setting 155 3.1.6 Goal-Setting and Personality Profile 157 3.1.7 The Dynamics of Goal -Setting 159 3.2 THEORETICAL JUSTIFICATION 160 3.2.1 Goal-Setting: The Actualization of Potential 160 3.2.2 The Process of Goal-Setting and Its Relation to Learning Competence 166 3.3 DEVELOPMENTAL STRUCTURE 168 3.3.1 Appetitions and the Emergence of Goals 168 3.3.2 Summary 172 3.4 EDUCATIONAL OBJECTIVES 173 3.5 IMPLICATIONS FOR PEDAGOGICAL PRACTICE AND PROTOTYPICAL LEARNING EXPERIENCES 174 4.1 3.5.1 General Comments 174 175 3.5.2 Learning Experience I 3.5.3 Learning Experience II 176 177 3.5.4 Learning Experience III 179 3.5.5 Learning Experience IV 179 3.5.64.1.1 A Note on Modeling CHAPTER FOUR WILL ELABORATE DESCRIPTION Will: A Historical Definition x 4.1.2 The Will in Psychological Theory 183 4.1.3 Determining Tendency and Preparatory Set 195 4.1.4 Perseverance 205 4.1.5 Effecting Closure 214 4.1.6 Summary: Toward A Coherent Definition of Will 216 4.2 THEORETICAL JUSTIFICATION 218 4.2.1 Overview: Will and the Actualization of Potentiality 218 4.2.2 Will and Perceptual -Motor Competence 220 4.2.3 Will and Moral Development 221 4.3 DEVELOPMENTAL CONSIDERATIONS 221 4.4 EDUCATIONAL OBJECTIVES 226 4.5 IMPLICATIONS FOR EDUCATIONAL PRACTICE 227 4.6 EVALUATION 234 5. A FINAL NOTE 237 BIBLIOGRAPHY 242 xi INTRODUCTION One of the most distinguished living biologists, Julian Huxley, makes the claim that "Evolution on this planet is a history of the realization of new possibilities by the stuff of which earth (and the rest of the universe) is made--life [Huxley, 1960, p, 13]." In the case of the human species, the process of evolution has reached an intensity which far surpasses that of any other known form of life. This is due, in large measure, to man’s volition; his capacity to en- vision potentialities yet unrealized, to develop ideals, and then to translate those ideals, those potentialities, into concrete expressions. By so doing, he becomes the chief agent in his own evolution. However, this power brings with it great responsibility. It can be a blessing and a curse.
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