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

means of guiding the development of a situation. A target is not the future goal of shooting; it is the centering factor in a present shooting. Openness of mind means accessibility of mind to any and every consideration that will throw light upon the situation that needs to be cleared up, and that will help determine the consequences of acting this way or that.

Efficiency in accomplishing ends which have been settled upon as unalterable can coexist with a narrowly opened mind. But intellectual growth means constant expansion of horizons and consequent formation of new purposes and new responses. These are impossible without an active disposition to welcome points of view hitherto alien; an active desire to entertain considerations which modify existing purposes. Retention of capacity to grow is the reward of such intellectual hospitality. The worst thing about stubbornness of mind, about prejudices, is that they arrest development; they shut the mind off from new stimuli.

Open-mindedness means retention of the childlike attitude; closed-mindedness means premature intellectual old age.

 

Exorbitant desire for uniformity of procedure and for prompt external results are the chief foes which the open-minded attitude meets in school. The teacher who does not permit and encourage diversity of operation in dealing with questions is imposing intellectual blinders upon pupils — restricting their vision to the one path the teacher’s mind happens to approve.

Probably the chief cause of devotion to rigidity of method is, however, that it seems to promise speedy, accurately measurable, correct results. The zeal for “answers” is the explanation of much of the zeal for rigid and mechanical methods. Forcing and overpressure have the same origin, and the same result upon alert and varied intellectual interest.

 

Open-mindedness is not the same as empty-mindedness. To hang out a sign saying “Come right in; there is no one at home” is not the equivalent of hospitality. But there is a kind of passivity, willingness to let experiences accumulate and sink in and ripen, which is an essential of development. Results (external answers or solutions) may be hurried; processes may not be forced. They take their own time to mature. Were all instructors to realize that the quality of mental process, not the production of correct answers, is the measure of educative growth something hardly less than a revolution in teaching would be worked.

 

3. Single-mindedness. So far as the word is concerned, much that was said under the head of “directness” is applicable. But what the word is here intended to convey is completeness of interest, unity of purpose; the absence of suppressed but effectual ulterior aims for which the professed aim is but a mask. It is equivalent to mental integrity. Absorption, engrossment, full concern with subject matter for its own sake, nurture it. Divided interest and evasion destroy it.

 

Intellectual integrity, honesty, and sincerity are at bottom not matters of conscious purpose but of quality of active response.

Their acquisition is fostered of course by conscious intent, but self-deception is very easy. Desires are urgent. When the demands and wishes of others forbid their direct expression they are easily driven into subterranean and deep channels. Entire surrender, and wholehearted adoption of the course of action demanded by others are almost impossible. Deliberate revolt or deliberate attempts to deceive others may result. But the more frequent outcome is a confused and divided state of interest in which one is fooled as to one’s own real intent. One tries to serve two masters at once. Social instincts, the strong desire to please others and get their approval, social training, the general sense of duty and of authority, apprehension of penalty, all lead to a half-hearted effort to conform, to “pay attention to the lesson,” or whatever the requirement is. Amiable individuals want to do what they are expected to do. Consciously the pupil thinks he is doing this. But his own desires are not abolished. Only their evident exhibition is suppressed. Strain of attention to what is hostile to desire is irksome; in spite of one’s conscious wish, the underlying desires determine the main course of thought, the deeper emotional responses. The mind wanders from the nominal subject and devotes itself to what is intrinsically more desirable. A systematized divided attention expressing the duplicity of the state of desire is the result.

One has only to recall his own experiences in school or at the present time when outwardly employed in actions which do not engage one’s desires and purposes, to realize how prevalent is this attitude of divided attention — double-mindedness. We are so used to it that we take it for granted that a considerable amount of it is necessary. It may be; if so, it is the more important to face its bad intellectual effects. Obvious is the loss of energy of thought immediately available when one is consciously trying (or trying to seem to try) to attend to one matter, while unconsciously one’s imagination is spontaneously going out to more congenial affairs. More subtle and more permanently crippling to efficiency of intellectual activity is a fostering of habitual self-deception, with the confused sense of reality which accompanies it. A double standard of reality, one for our own private and more or less concealed interests, and another for public and acknowledged concerns, hampers, in most of us, integrity and completeness of mental action. Equally serious is the fact that a split is set up between conscious thought and attention and impulsive blind affection and desire. Reflective dealings with the material of instruction is constrained and half-hearted; attention wanders. The topics to which it wanders are unavowed and hence intellectually illicit; transactions with them are furtive. The discipline that comes from regulating response by deliberate inquiry having a purpose fails; worse than that, the deepest concern and most congenial enterprises of the imagination (since they center about the things dearest to desire) are casual, concealed. They enter into action in ways which are unacknowledged. Not subject to rectification by consideration of consequences, they are demoralizing.

 

School conditions favorable to this division of mind between avowed, public, and socially responsible undertakings, and private, ill-regulated, and suppressed indulgences of thought are not hard to find. What is sometimes called “stern discipline,”

i.e., external coercive pressure, has this tendency. Motivation through rewards extraneous to the thing to be done has a like effect. Everything that makes schooling merely preparatory (See ante, p. 55) works in this direction. Ends being beyond the pupil’s present grasp, other agencies have to be found to procure immediate attention to assigned tasks. Some responses are secured, but desires and affections not enlisted must find other outlets. Not less serious is exaggerated emphasis upon drill exercises designed to produce skill in action, independent of any engagement of thought — exercises have no purpose but the production of automatic skill. Nature abhors a mental vacuum.

What do teachers imagine is happening to thought and emotion when the latter get no outlet in the things of immediate activity?

Were they merely kept in temporary abeyance, or even only calloused, it would not be a matter of so much moment. But they are not abolished; they are not suspended; they are not suppressed—save with reference to the task in question. They follow their own chaotic and undisciplined course. What is native, spontaneous, and vital in mental reaction goes unused and untested, and the habits formed are such that these qualities become less and less available for public and avowed ends.

 

4. Responsibility. By responsibility as an element in intellectual attitude is meant the disposition to consider in advance the probable consequences of any projected step and deliberately to accept them: to accept them in the sense of taking them into account, acknowledging them in action, not yielding a mere verbal assent. Ideas, as we have seen, are intrinsically standpoints and methods for bringing about a solution of a perplexing situation; forecasts calculated to influence responses. It is only too easy to think that one accepts a statement or believes a suggested truth when one has not considered its implications; when one has made but a cursory and superficial survey of what further things one is committed to by acceptance. Observation and recognition, belief and assent, then become names for lazy acquiescence in what is externally presented.

 

It would be much better to have fewer facts and truths in instruction — that is, fewer things supposedly accepted, — if a smaller number of situations could be intellectually worked out to the point where conviction meant something real — some identification of the self with the type of conduct demanded by facts and foresight of results. The most permanent bad results of undue complication of school subjects and congestion of school studies and lessons are not the worry, nervous strain, and superficial acquaintance that follow (serious as these are), but the failure to make clear what is involved in really knowing and believing a thing. Intellectual responsibility means severe standards in this regard. These standards can be built up only through practice in following up and acting upon the meaning of what is acquired.

 

Intellectual thoroughness is thus another name for the attitude we are considering. There is a kind of thoroughness which is almost purely physical: the kind that signifies mechanical and exhausting drill upon all the details of a subject. Intellectual thoroughness is seeing a thing through. It depends upon a unity of purpose to which details are subordinated, not upon presenting a multitude of disconnected details. It is manifested in the firmness with which the full meaning of the purpose is developed, not in attention, however “conscientious” it may be, to the steps of action externally imposed and directed.

 

Summary. Method is a statement of the way the subject matter of an experience develops most effectively and fruitfully. It is derived, accordingly, from observation of the course of experiences where there is no conscious distinction of personal attitude and manner from material dealt with. The assumption that method is something separate is connected with the notion of the isolation of mind and self from the world of things. It makes instruction and learning formal, mechanical, constrained.

While methods are individualized, certain features of the normal course of an experience to its fruition may be discriminated, because of the fund of wisdom derived from prior experiences and because of general similarities in the materials dealt with from time to time. Expressed in terms of the attitude of the individual the traits of good method are straightforwardness, flexible intellectual interest or open-minded will to learn, integrity of purpose, and acceptance of responsibility for the consequences of one’s activity including thought.

 

1 This point is developed below in a discussion of what are termed psychological and logical methods respectively. See p.

219.

 

Chapter Fourteen: The Nature of Subject Matter 1. Subject Matter of Educator and of Learner. So far as the nature of subject matter in principle is concerned, there is nothing to add to what has been said (See ante, p. 134). It consists of the facts observed, recalled, read, and talked about, and the ideas suggested, in course of a development of a situation having a purpose. This statement needs to be rendered more specific by connecting it with the materials of school instruction, the studies which make up the curriculum. What is the significance of our definition in application to reading, writing, mathematics, history, nature study, drawing, singing, physics, chemistry, modern and foreign languages, and so on?

Let us recur to two of the points made earlier in our discussion.

The educator’s part in the enterprise of education is to furnish the environment which stimulates responses and directs the learner’s course. In last analysis, all that the educator can do is modify stimuli so that response will as surely as is possible result in the formation of desirable intellectual and emotional dispositions. Obviously studies or the subject matter of the curriculum have