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

our forefathers set unpassable limits to individual observation and speculation. The evils from which society suffers are set down to the efforts of misguided individuals to transgress these boundaries. Between the physical and the moral sciences, lie intermediate sciences of life, where the territory is only grudgingly yielded to freedom of inquiry under the pressure of accomplished fact. Although past history has demonstrated that the possibilities of human good are widened and made more secure by trusting to a responsibility built up within the very process of inquiry, the “authority” theory sets apart a sacred domain of truth which must be protected from the inroads of variation of beliefs. Educationally, emphasis may not be put on eternal truth, but it is put on the authority of book and teacher, and individual variation is discouraged.

 

(ii) Another method is sometimes termed rationalism or abstract intellectualism. A formal logical faculty is set up in distinction from tradition and history and all concrete subject matter. This faculty of reason is endowed with power to influence conduct directly. Since it deals wholly with general and impersonal forms, when different persons act in accord with logical findings, their activities will be externally consistent.

There is no doubt of the services rendered by this philosophy.

It was a powerful factor in the negative and dissolving criticism of doctrines having nothing but tradition and class interest behind them; it accustomed men to freedom of discussion and to the notion that beliefs had to be submitted to criteria of reasonableness. It undermined the power of prejudice, superstition, and brute force, by habituating men to reliance upon argument, discussion, and persuasion. It made for clarity and order of exposition. But its influence was greater in destruction of old falsities than in the construction of new ties and associations among men. Its formal and empty nature, due to conceiving reason as something complete in itself apart from subject matter, its hostile attitude toward historical institutions, its disregard of the influence of habit, instinct, and emotion, as operative factors in life, left it impotent in the suggestion of specific aims and methods. Bare logic, however important in arranging and criticizing existing subject matter, cannot spin new subject matter out of itself. In education, the correlative is trust in general ready-made rules and principles to secure agreement, irrespective of seeing to it that the pupil’s ideas really agree with one another.

 

(iii) While this rationalistic philosophy was developing in France, English thought appealed to the intelligent self-interest of individuals in order to secure outer unity in the acts which issued from isolated streams of consciousness. Legal arrangements, especially penal administration, and governmental regulations, were to be such as to prevent the acts which proceeded from regard for one’s own private sensations from interfering with the feelings of others. Education was to instill in individuals a sense that non-interference with others and some degree of positive regard for their welfare were necessary for security in the pursuit of one’s own happiness.

Chief emphasis was put, however, upon trade as a means of bringing the conduct of one into harmony with that of others. In commerce, each aims at the satisfaction of his own wants, but can gain his own profit only by furnishing some commodity or service to another. Thus in aiming at the increase of his own private pleasurable states of consciousness, he contributes to the consciousness of others. Again there is no doubt that this view expressed and furthered a heightened perception of the values of conscious life, and a recognition that institutional arrangements are ultimately to be judged by the contributions which they make to intensifying and enlarging the scope of conscious experience.

It also did much to rescue work, industry, and mechanical devices from the contempt in which they had been held in communities founded upon the control of a leisure class. In both ways, this philosophy promoted a wider and more democratic social concern.

But it was tainted by the narrowness of its fundamental premise: the doctrine that every individual acts only from regard for his own pleasures and pains, and that so-called generous and sympathetic acts are only indirect ways of procuring and assuring one’s own comfort. In other words, it made explicit the consequences inhering in any doctrine which makes mental life a self-inclosed thing, instead of an attempt to redirect and readapt common concerns. It made union among men a matter of calculation of externals. It lent itself to the contemptuous assertions of Carlyle that it was a doctrine of anarchy plus a constable, and recognized only a “cash nexus” among men. The educational equivalents of this doctrine in the uses made of pleasurable rewards and painful penalties are only too obvious.

(iv) Typical German philosophy followed another path. It started from what was essentially the rationalistic philosophy of Descartes and his French successors. But while French thought upon the whole developed the idea of reason in opposition to the religious conception of a divine mind residing in individuals, German thought (as in Hegel) made a synthesis of the two. Reason is absolute. Nature is incarnate reason. History is reason in its progressive unfolding in man. An individual becomes rational only as he absorbs into himself the content of rationality in nature and in social institutions. For an absolute reason is not, like the reason of rationalism, purely formal and empty; as absolute it must include all content within itself. Thus the real problem is not that of controlling individual freedom so that some measure of social order and concord may result, but of achieving individual freedom through developing individual convictions in accord with the universal law found in the organization of the state as objective Reason. While this philosophy is usually termed absolute or objective idealism, it might better be termed, for educational purposes at least, institutional idealism. (See ante, p. 59.) It idealized historical institutions by conceiving them as incarnations of an immanent absolute mind. There can be no doubt that this philosophy was a powerful influence in rescuing philosophy in the beginning of the nineteenth century from the isolated individualism into which it had fallen in France and England. It served also to make the organization of the state more constructively interested in matters of public concern. It left less to chance, less to mere individual logical conviction, less to the workings of private self-interest. It brought intelligence to bear upon the conduct of affairs; it accentuated the need of nationally organized education in the interests of the corporate state. It sanctioned and promoted freedom of inquiry in all technical details of natural and historical phenomena. But in all ultimate moral matters, it tended to reinstate the principle of authority. It made for efficiency of organization more than did any of the types of philosophy previously mentioned, but it made no provision for free experimental modification of this organization. Political democracy, with its belief in the right of individual desire and purpose to take part in readapting even the fundamental constitution of society, was foreign to it.

 

3. Educational Equivalents. It is not necessary to consider in detail the educational counterparts of the various defects found in these various types of philosophy. It suffices to say that in general the school has been the institution which exhibited with greatest clearness the assumed antithesis between purely individualistic methods of learning and social action, and between freedom and social control. The antithesis is reflected in the absence of a social atmosphere and motive for learning, and the consequent separation, in the conduct of the school, between method of instruction and methods of government; and in the slight opportunity afforded individual variations. When learning is a phase of active undertakings which involve mutual exchange, social control enters into the very process of learning. When the social factor is absent, learning becomes a carrying over of some presented material into a purely individual consciousness, and there is no inherent reason why it should give a more socialized direction to mental and emotional disposition.

There is tendency on the part of both the upholders and the opponents of freedom in school to identify it with absence of social direction, or, sometimes, with merely physical unconstraint of movement. But the essence of the demand for freedom is the need of conditions which will enable an individual to make his own special contribution to a group interest, and to partake of its activities in such ways that social guidance shall be a matter of his own mental attitude, and not a mere authoritative dictation of his acts. Because what is often called discipline and “government” has to do with the external side of conduct alone, a similar meaning is attached, by reaction, to freedom. But when it is perceived that each idea signifies the quality of mind expressed in action, the supposed opposition between them falls away. Freedom means essentially the part played by thinking — which is personal — in learning: — it means intellectual initiative, independence in observation, judicious invention, foresight of consequences, and ingenuity of adaptation to them.

 

But because these are the mental phase of behavior, the needed play of individuality — or freedom — cannot be separated from opportunity for free play of physical movements. Enforced physical quietude may be unfavorable to realization of a problem, to undertaking the observations needed to define it, and to performance of the experiments which test the ideas suggested.

Much has been said about the importance of “self-activity” in education, but the conception has too frequently been restricted to something merely internal — something excluding the free use of sensory and motor organs. Those who are at the stage of learning from symbols, or who are engaged in elaborating the implications of a problem or idea preliminary to more carefully thought-out activity, may need little perceptible overt activity.

But the whole cycle of self-activity demands an opportunity for investigation and experimentation, for trying out one’s ideas upon things, discovering what can be done with materials and appliances. And this is incompatible with closely restricted physical activity. Individual activity has sometimes been taken as meaning leaving a pupil to work by himself or alone. Relief from need of attending to what any one else is doing is truly required to secure calm and concentration. Children, like grown persons, require a judicious amount of being let alone. But the time, place, and amount of such separate work is a matter of detail, not of principle. There is no inherent opposition between working with others and working as an individual. On the contrary, certain capacities of an individual are not brought out except under the stimulus of associating with others. That a child must work alone and not engage in group activities in order to be free and let his individuality develop, is a notion which measures individuality by spatial distance and makes a physical thing of it.

 

Individuality as a factor to be respected in education has a double meaning. In the first place, one is mentally an individual only as he has his own purpose and problem, and does his own thinking. The phrase “think for one’s self” is a pleonasm. Unless one does it for one’s self, it isn’t thinking.

Only by a pupil’s own observations, reflections, framing and testing of suggestions can what he already knows be amplified and rectified. Thinking is as much an individual matter as is the digestion of food. In the second place, there are variations of point of view, of appeal of objects, and of mode of attack, from person to person. When these variations are suppressed in the alleged interests of uniformity, and an attempt is made to have a single mold of method of study and recitation, mental confusion and artificiality inevitably result. Originality is gradually destroyed, confidence in one’s own quality of mental operation is undermined, and a docile subjection to the opinion of others is inculcated, or else ideas run wild. The harm