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

greater contribution. If he is starving, or if he is satiated with music for the time being, he will naturally judge food to have the greater worth. In the abstract or at large, apart from the needs of a particular situation in which choice has to be made, there is no such thing as degrees or order of value. Certain conclusions follow with respect to educational values. We cannot establish a hierarchy of values among studies. It is futile to attempt to arrange them in an order, beginning with one having least worth and going on to that of maximum value. In so far as any study has a unique or irreplaceable function in experience, in so far as it marks a characteristic enrichment of life, its worth is intrinsic or incomparable. Since education is not a means to living, but is identical with the operation of living a life which is fruitful and inherently significant, the only ultimate value which can be set up is just the process of living itself. And this is not an end to which studies and activities are subordinate means; it is the whole of which they are ingredients. And what has been said about appreciation means that every study in one of its aspects ought to have just such ultimate significance. It is true of arithmetic as it is of poetry that in some place and at some time it ought to be a good to be appreciated on its own account — just as an enjoyable experience, in short. If it is not, then when the time and place come for it to be used as a means or instrumentality, it will be in just that much handicapped. Never having been realized or appreciated for itself, one will miss something of its capacity as a resource for other ends.

 

It equally follows that when we compare studies as to their values, that is, treat them as means to something beyond themselves, that which controls their proper valuation is found in the specific situation in which they are to be used. The way to enable a student to apprehend the instrumental value of arithmetic is not to lecture him upon the benefit it will be to him in some remote and uncertain future, but to let him discover that success in something he is interested in doing depends upon ability to use number.

 

It also follows that the attempt to distribute distinct sorts of value among different studies is a misguided one, in spite of the amount of time recently devoted to the undertaking. Science for example may have any kind of value, depending upon the situation into which it enters as a means. To some the value of science may be military; it may be an instrument in strengthening means of offense or defense; it may be technological, a tool for engineering; or it may be commercial — an aid in the successful conduct of business; under other conditions, its worth may be philanthropic — the service it renders in relieving human suffering; or again it may be quite conventional — of value in establishing one’s social status as an “educated” person. As matter of fact, science serves all these purposes, and it would be an arbitrary task to try to fix upon one of them as its “real”

end. All that we can be sure of educationally is that science should be taught so as to be an end in itself in the lives of students—something worth while on account of its own unique intrinsic contribution to the experience of life. Primarily it must have “appreciation value.” If we take something which seems to be at the opposite pole, like poetry, the same sort of statement applies. It may be that, at the present time, its chief value is the contribution it makes to the enjoyment of leisure. But that may represent a degenerate condition rather than anything necessary. Poetry has historically been allied with religion and morals; it has served the purpose of penetrating the mysterious depths of things. It has had an enormous patriotic value. Homer to the Greeks was a Bible, a textbook of morals, a history, and a national inspiration. In any case, it may be said that an education which does not succeed in making poetry a resource in the business of life as well as in its leisure, has something the matter with it — or else the poetry is artificial poetry.

 

The same considerations apply to the value of a study or a topic of a study with reference to its motivating force. Those responsible for planning and teaching the course of study should have grounds for thinking that the studies and topics included furnish both direct increments to the enriching of lives of the pupils and also materials which they can put to use in other concerns of direct interest. Since the curriculum is always getting loaded down with purely inherited traditional matter and with subjects which represent mainly the energy of some influential person or group of persons in behalf of something dear to them, it requires constant inspection, criticism, and revision to make sure it is accomplishing its purpose. Then there is always the probability that it represents the values of adults rather than those of children and youth, or those of pupils a generation ago rather than those of the present day.

Hence a further need for a critical outlook and survey. But these considerations do not mean that for a subject to have motivating value to a pupil (whether intrinsic or instrumental) is the same thing as for him to be aware of the value, or to be able to tell what the study is good for.

 

In the first place, as long as any topic makes an immediate appeal, it is not necessary to ask what it is good for. This is a question which can be asked only about instrumental values.

Some goods are not good for anything; they are just goods. Any other notion leads to an absurdity. For we cannot stop asking the question about an instrumental good, one whose value lies in its being good for something, unless there is at some point something intrinsically good, good for itself. To a hungry, healthy child, food is a good of the situation; we do not have to bring him to consciousness of the ends subserved by food in order to supply a motive to eat. The food in connection with his appetite is a motive. The same thing holds of mentally eager pupils with respect to many topics. Neither they nor the teacher could possibly foretell with any exactness the purposes learning is to accomplish in the future; nor as long as the eagerness continues is it advisable to try to specify particular goods which are to come of it. The proof of a good is found in the fact that the pupil responds; his response is use. His response to the material shows that the subject functions in his life. It is unsound to urge that, say, Latin has a value per se in the abstract, just as a study, as a sufficient justification for teaching it. But it is equally absurd to argue that unless teacher or pupil can point out some definite assignable future use to which it is to be put, it lacks justifying value. When pupils are genuinely concerned in learning Latin, that is of itself proof that it possesses value. The most which one is entitled to ask in such cases is whether in view of the shortness of time, there are not other things of intrinsic value which in addition have greater instrumental value.

 

This brings us to the matter of instrumental values — topics studied because of some end beyond themselves. If a child is ill and his appetite does not lead him to eat when food is presented, or if his appetite is perverted so that he prefers candy to meat and vegetables, conscious reference to results is indicated. He needs to be made conscious of consequences as a justification of the positive or negative value of certain objects. Or the state of things may be normal enough, and yet an individual not be moved by some matter because he does not grasp how his attainment of some intrinsic good depends upon active concern with what is presented. In such cases, it is obviously the part of wisdom to establish consciousness of connection. In general what is desirable is that a topic be presented in such a way that it either have an immediate value, and require no justification, or else be perceived to be a means of achieving something of intrinsic value. An instrumental value then has the intrinsic value of being a means to an end. It may be questioned whether some of the present pedagogical interest in the matter of values of studies is not either excessive or else too narrow. Sometimes it appears to be a labored effort to furnish an apologetic for topics which no longer operate to any purpose, direct or indirect, in the lives of pupils. At other times, the reaction against useless lumber seems to have gone to the extent of supposing that no subject or topic should be taught unless some quite definite future utility can be pointed out by those making the course of study or by the pupil himself, unmindful of the fact that life is its own excuse for being; and that definite utilities which can be pointed out are themselves justified only because they increase the experienced content of life itself. 3.

The Segregation and Organization of Values. It is of course possible to classify in a general way the various valuable phases of life. In order to get a survey of aims sufficiently wide (See ante, p. 110) to give breadth and flexibility to the enterprise of education, there is some advantage in such a classification.

But it is a great mistake to regard these values as ultimate ends to which the concrete satisfactions of experience are subordinate. They are nothing but generalizations, more or less adequate, of concrete goods. Health, wealth, efficiency, sociability, utility, culture, happiness itself are only abstract terms which sum up a multitude of particulars. To regard such things as standards for the valuation of concrete topics and process of education is to subordinate to an abstraction the concrete facts from which the abstraction is derived. They are not in any true sense standards of valuation; these are found, as we have previously seen, in the specific realizations which form tastes and habits of preference. They are, however, of significance as points of view elevated above the details of life whence to survey the field and see how its constituent details are distributed, and whether they are well proportioned.

No classification can have other than a provisional validity.

The following may prove of some help. We may say that the kind of experience to which the work of the schools should contribute is one marked by executive competency in the management of resources and obstacles encountered (efficiency); by sociability, or interest in the direct companionship of others; by aesthetic taste or capacity to appreciate artistic excellence in at least some of its classic forms; by trained intellectual method, or interest in some mode of scientific achievement; and by sensitiveness to the rights and claims of others —

conscientiousness. And while these considerations are not standards of value, they are useful criteria for survey, criticism, and better organization of existing methods and subject matter of instruction.

 

The need of such general points of view is the greater because of a tendency to segregate educational values due to the isolation from one another of the various pursuits of life. The idea is prevalent that different studies represent separate kinds of values, and that the curriculum should, therefore, be constituted by gathering together various studies