Democracy and Education - John Dewey (the false prince TXT) 📗

in this view; not even if it results in a desirable increase of constructive power.

Application just for the sake of application, for the sake of training, is alone disciplinary. This is more likely to occur if the subject matter presented is uncongenial, for then there is no motive (so it is supposed) except the acknowledgment of duty or the value of discipline. The logical result is expressed with literal truth in the words of an American humorist: “It makes no difference what you teach a boy so long as he doesn’t like it.”

 

The counterpart of the isolation of mind from activities dealing with objects to accomplish ends is isolation of the subject matter to be learned. In the traditional schemes of education, subject matter means so much material to be studied. Various branches of study represent so many independent branches, each having its principles of arrangement complete within itself.

History is one such group of facts; algebra another; geography another, and so on till we have run through the entire curriculum. Having a ready-made existence on their own account, their relation to mind is exhausted in what they furnish it to acquire. This idea corresponds to the conventional practice in which the program of school work, for the day, month, and successive years, consists of “studies” all marked off from one another, and each supposed to be complete by itself — for educational purposes at least.

 

Later on a chapter is devoted to the special consideration of the meaning of the subject matter of instruction. At this point, we need only to say that, in contrast with the traditional theory, anything which intelligence studies represents things in the part which they play in the carrying forward of active lines of interest. Just as one “studies” his typewriter as part of the operation of putting it to use to effect results, so with any fact or truth. It becomes an object of study — that is, of inquiry and reflection — when it figures as a factor to be reckoned with in the completion of a course of events in which one is engaged and by whose outcome one is affected. Numbers are not objects of study just because they are numbers already constituting a branch of learning called mathematics, but because they represent qualities and relations of the world in which our action goes on, because they are factors upon which the accomplishment of our purposes depends. Stated thus broadly, the formula may appear abstract. Translated into details, it means that the act of learning or studying is artificial and ineffective in the degree in which pupils are merely presented with a lesson to be learned. Study is effectual in the degree in which the pupil realizes the place of the numerical truth he is dealing with in carrying to fruition activities in which he is concerned. This connection of an object and a topic with the promotion of an activity having a purpose is the first and the last word of a genuine theory of interest in education.

 

3. Some Social Aspects of the Question. While the theoretical errors of which we have been speaking have their expressions in the conduct of schools, they are themselves the outcome of conditions of social life. A change confined to the theoretical conviction of educators will not remove the difficulties, though it should render more effective efforts to modify social conditions. Men’s fundamental attitudes toward the world are fixed by the scope and qualities of the activities in which they partake. The ideal of interest is exemplified in the artistic attitude. Art is neither merely internal nor merely external; merely mental nor merely physical. Like every mode of action, it brings about changes in the world. The changes made by some actions (those which by contrast may be called mechanical) are external; they are shifting things about. No ideal reward, no enrichment of emotion and intellect, accompanies them. Others contribute to the maintenance of life, and to its external adornment and display. Many of our existing social activities, industrial and political, fall in these two classes. Neither the people who engage in them, nor those who are directly affected by them, are capable of full and free interest in their work.

Because of the lack of any purpose in the work for the one doing it, or because of the restricted character of its aim, intelligence is not adequately engaged. The same conditions force many people back upon themselves. They take refuge in an inner play of sentiment and fancies. They are aesthetic but not artistic, since their feelings and ideas are turned upon themselves, instead of being methods in acts which modify conditions. Their mental life is sentimental; an enjoyment of an inner landscape. Even the pursuit of science may become an asylum of refuge from the hard conditions of life — not a temporary retreat for the sake of recuperation and clarification in future dealings with the world. The very word art may become associated not with specific transformation of things, making them more significant for mind, but with stimulations of eccentric fancy and with emotional indulgences. The separation and mutual contempt of the “practical” man and the man of theory or culture, the divorce of fine and industrial arts, are indications of this situation. Thus interest and mind are either narrowed, or else made perverse. Compare what was said in an earlier chapter about the one-sided meanings which have come to attach to the ideas of efficiency and of culture.

 

This state of affairs must exist so far as society is organized on a basis of division between laboring classes and leisure classes. The intelligence of those who do things becomes hard in the unremitting struggle with things; that of those freed from the discipline of occupation becomes luxurious and effeminate.

Moreover, the majority of human beings still lack economic freedom. Their pursuits are fixed by accident and necessity of circumstance; they are not the normal expression of their own powers interacting with the needs and resources of the environment. Our economic conditions still relegate many men to a servile status. As a consequence, the intelligence of those in control of the practical situation is not liberal. Instead of playing freely upon the subjugation of the world for human ends, it is devoted to the manipulation of other men for ends that are non-human in so far as they are exclusive.

 

This state of affairs explains many things in our historic educational traditions. It throws light upon the clash of aims manifested in different portions of the school system; the narrowly utilitarian character of most elementary education, and the narrowly disciplinary or cultural character of most higher education. It accounts for the tendency to isolate intellectual matters till knowledge is scholastic, academic, and professionally technical, and for the widespread conviction that liberal education is opposed to the requirements of an education which shall count in the vocations of life. But it also helps define the peculiar problem of present education. The school cannot immediately escape from the ideals set by prior social conditions. But it should contribute through the type of intellectual and emotional disposition which it forms to the improvement of those conditions. And just here the true conceptions of interest and discipline are full of significance.

Persons whose interests have been enlarged and intelligence trained by dealing with things and facts in active occupations having a purpose (whether in play or work) will be those most likely to escape the alternatives of an academic and aloof knowledge and a hard, narrow, and merely “practical” practice.

To organize education so that natural active tendencies shall be fully enlisted in doing something, while seeing to it that the doing requires observation, the acquisition of information, and the use of a constructive imagination, is what most needs to be done to improve social conditions. To oscillate between drill exercises that strive to attain efficiency in outward doing without the use of intelligence, and an accumulation of knowledge that is supposed to be an ultimate end in itself, means that education accepts the present social conditions as final, and thereby takes upon itself the responsibility for perpetuating them. A reorganization of education so that learning takes place in connection with the intelligent carrying forward of purposeful activities is a slow work. It can only be accomplished piecemeal, a step at a time. But this is not a reason for nominally accepting one educational philosophy and accommodating ourselves in practice to another. It is a challenge to undertake the task of reorganization courageously and to keep at it persistently.

 

Summary. Interest and discipline are correlative aspects of activity having an aim. Interest means that one is identified with the objects which define the activity and which furnish the means and obstacles to its realization. Any activity with an aim implies a distinction between an earlier incomplete phase and later completing phase; it implies also intermediate steps. To have an interest is to take things as entering into such a continuously developing situation, instead of taking them in isolation. The time difference between the given incomplete state of affairs and the desired fulfillment exacts effort in transformation, it demands continuity of attention and endurance.

This attitude is what is practically meant by will. Discipline or development of power of continuous attention is its fruit.

The significance of this doctrine for the theory of education is twofold. On the one hand it protects us from the notion that mind and mental states are something complete in themselves, which then happen to be applied to some ready-made objects and topics so that knowledge results. It shows that mind and intelligent or purposeful engagement in a course of action into which things enter are identical. Hence to develop and train mind is to provide an environment which induces such activity.

On the other side, it protects us from the notion that subject matter on its side is something isolated and independent. It shows that subject matter of learning is identical with all the objects, ideas, and principles which enter as resources or obstacles into the continuous intentional pursuit of a course of action. The developing course of action, whose end and conditions are perceived, is the unity which holds together what are often divided into an independent mind on one side and an independent world of objects and facts on the other.

 

Chapter Eleven: Experience and Thinking 1. The Nature of Experience. The nature of experience can be understood only by noting that it includes an active and a passive element peculiarly combined. On the active hand, experience is trying — a meaning which is made explicit in the connected term experiment. On the passive, it is undergoing.

When we experience something we act upon it, we do something with it; then we suffer or undergo the consequences. We do something to the thing and then it does something to us in return: such is the peculiar combination. The connection of these two phases of experience measures the fruitfulness or value of the experience.

Mere activity does not constitute experience. It is dispersive, centrifugal, dissipating. Experience as trying involves change, but change is meaningless transition unless it is consciously connected with the return wave of consequences which flow from it. When an activity is continued into the undergoing of consequences, when the change made by action is reflected back into a change made in us, the mere flux is loaded with significance. We learn something. It is not experience when a child merely sticks his finger into a flame; it is experience when the movement is connected with the pain which he undergoes in consequence. Henceforth the sticking of the finger into flame means a burn. Being burned is a mere physical change, like the burning of a stick of wood, if it is not perceived as a consequence of some other action. Blind and capricious