Moral Principles in Education - John Dewey (knowledgeable books to read txt) 📗

THE PSYCHOLOGICAL ASPECT OF MORAL EDUCATION

Contents

So far we have been considering the make-up of purposes and results that constitute conduct—its “what.” But conduct has a certain method and spirit also—its “how.” Conduct may be looked upon as expressing the attitudes and dispositions of an individual, as well as realizing social results and maintaining the social fabric. A consideration of conduct as a mode of individual performance, personal doing, takes us from the social to the psychological side of morals. In the first place, all conduct springs ultimately and radically out of native instincts and impulses. We must know what these instincts and impulses are, and what they are at each particular stage of the child’s development, in order to know what to appeal to and what to build upon. Neglect of this principle may give a mechanical imitation of moral conduct, but the imitation will be ethically dead, because it is external and has its centre without, not within, the individual. We must study the child, in other words, to get our indications, our symptoms, our suggestions. The more or less spontaneous acts of the child are not to be thought of as setting moral forms to which the efforts of the educator must conform—this would result simply in spoiling the child; but they are symptoms which require to be interpreted: stimuli which need to be responded to in directed ways; material which, in however transformed a shape, is the only ultimate constituent of future moral conduct and character.

Then, secondly, our ethical principles need to be stated in psychological terms because the child supplies us with the only means or instruments by which to realize moral ideals. The subject-matter of the curriculum, however important, however judiciously selected, is empty of conclusive moral content until it is made over into terms of the individual’s own activities, habits, and desires. We must know what history, geography, and mathematics mean in psychological terms, that is, as modes of personal experiencing, before we can get out of them their moral potentialities.

The psychological side of education sums itself up, of course, in a consideration of character. It is a commonplace to say that the development of character is the end of all school work. The difficulty lies in the execution of the idea. And an underlying difficulty in this execution is the lack of a clear conception of what character means. This may seem an extreme statement. If so, the idea may be conveyed by saying that we generally conceive of character simply in terms of results; we have no clear conception of it in psychological terms—that is, as a process, as working or dynamic. We know what character means in terms of the actions which proceed from it, but we have not a definite conception of it on its inner side, as a system of working forces.

(1) Force, efficiency in execution, or overt action, is one necessary constituent of character. In our moral books and lectures we may lay the stress upon good intentions, etc. But we know practically that the kind of character we hope to build up through our education is one that not only has good intentions, but that insists upon carrying them out. Any other character is wishy-washy; it is goody, not good. The individual must have the power to stand up and count for something in the actual conflicts of life. He must have initiative, insistence, persistence, courage, and industry. He must, in a word, have all that goes under the name “force of character.” Undoubtedly, individuals differ greatly in their native endowment in this respect. None the less, each has a certain primary equipment of impulse, of tendency forward, of innate urgency to do. The problem of education on this side is that of discovering what this native fund of power is, and then of utilizing it in such a way (affording conditions which both stimulate and control) as to organize it into definite conserved modes of action—habits.

(2) But something more is required than sheer force. Sheer force may be brutal; it may override the interests of others. Even when aiming at right ends it may go at them in such a way as to violate the rights of others. More than this, in sheer force there is no guarantee for the right end. Efficiency may be directed towards mistaken ends and result in positive mischief and destruction. Power, as already suggested, must be directed. It must be organized along social channels; it must be attached to valuable ends.

This involves training on both the intellectual and emotional side. On the intellectual side we must have judgment—what is ordinarily called good sense. The difference between mere knowledge, or information, and judgment is that the former is simply held, not used; judgment is knowledge directed with reference to the accomplishment of ends. Good judgment is a sense of respective or proportionate values. The one who has judgment is the one who has ability to size up a situation. He is the one who can grasp the scene or situation before him, ignoring what is irrelevant, or what for the time being is unimportant, who can seize upon the factors which demand attention, and grade them according to their respective claims. Mere knowledge of what the right is, in the abstract, mere intentions of following the right in general, however praiseworthy in themselves, are never a substitute for this power of trained judgment. Action is always in the concrete. It is definite and individualized. Except, therefore, as it is backed and controlled by a knowledge of the actual concrete factors in the situation in which it occurs, it must be relatively futile and waste.

(3) But the consciousness of ends must be more than merely intellectual. We can imagine a person with most excellent judgment, who yet does not act upon his judgment. There must not only be force to ensure effort in execution against obstacles, but there must also be a delicate personal responsiveness,—there must be an emotional reaction. Indeed, good judgment is impossible without this susceptibility. Unless there is a prompt and almost instinctive sensitiveness to conditions, to the ends and interests of others, the intellectual side of judgment will not have proper material to work upon. Just as the material of knowledge is supplied through the senses, so the material of ethical knowledge is supplied by emotional responsiveness. It is difficult to put this quality into words, but we all know the difference between the character which is hard and formal, and one which is sympathetic, flexible, and open. In the abstract the former may be as sincerely devoted to moral ideas as is the latter, but as a practical matter we prefer to live with the latter. We count upon it to accomplish more by tact, by instinctive recognition of the claims of others, by skill in adjusting, than the former can accomplish by mere attachment to rules.

Here, then, is the moral standard, by which to test the work of the school upon the side of what it does directly for individuals. (a) Does the school as a system, at present, attach sufficient importance to the spontaneous instincts and impulses? Does it afford sufficient opportunity for these to assert themselves and work out their own results? Can we even say that the school in principle attaches itself, at present, to the active constructive powers rather than to processes of absorption and learning? Does not our talk about self-activity largely render itself meaningless because the self-activity we have in mind is purely “intellectual,” out of relation to those impulses which work through hand and eye?

Just in so far as the present school methods fail to meet the test of such questions moral results must be unsatisfactory. We cannot secure the development of positive force of character unless we are willing to pay its price. We cannot smother and repress the child’s powers, or gradually abort them (from failure of opportunity for exercise), and then expect a character with initiative and consecutive industry. I am aware of the importance attaching to inhibition, but mere inhibition is valueless. The only restraint, the only holding-in, that is of any worth is that which comes through holding powers concentrated upon a positive end. An end cannot be attained excepting as instincts and impulses are kept from discharging at random and from running off on side tracks. In keeping powers at work upon their relevant ends, there is sufficient opportunity for genuine inhibition. To say that inhibition is higher than power, is like saying that death is more than life, negation more than affirmation, sacrifice more than service.

(b) We must also test our school work by finding whether it affords the conditions necessary for the formation of good judgment. Judgment as the sense of relative values involves ability to select, to discriminate. Acquiring information can never develop the power of judgment. Development of judgment is in spite of, not because of, methods of instruction that emphasize simple learning. The test comes only when the information acquired has to be put to use. Will it do what we expect of it? I have heard an educator of large experience say that in her judgment the greatest defect of instruction to-day, on the intellectual side, is found in the fact that children leave school without a mental perspective. Facts seem to them all of the same importance. There is no foreground or background. There is no instinctive habit of sorting out facts upon a scale of worth and of grading them.

The child cannot get power of judgment excepting as he is continually exercised in forming and testing judgments. He must have an opportunity to select for himself, and to attempt to put his selections into execution, that he may submit them to the final test, that of action. Only thus can he learn to discriminate that which promises success from that which promises failure; only thus can he form the habit of relating his purposes and notions to the conditions that determine their value. Does the school, as a system, afford at present sufficient opportunity for this sort of experimentation? Except so far as the emphasis of the school work is upon intelligent doing, upon active investigation, it does not furnish the conditions necessary for that exercise of judgment which is an integral factor in good character.

(c) I shall be brief with respect to the other point, the need of susceptibility and responsiveness. The informally social side of education, the æsthetic environment and influences, are all-important. In so far as the work is laid out in regular and formulated ways, so far as there are lacking opportunities for casual and