Democracy and Education: An Introduction to the Philosophy of EducationDewey, John
Philosophy
Democracy and Education: An Introduction to the Philosophy of Education
Dewey, John
Education -- Philosophy; Education -- Social aspects
Thinking is thus equivalent to an explicit rendering of the intelligent
element in our experience. It makes it possible to act with an end
in view. It is the condition of our having aims. As soon as an infant
begins to expect he begins to use something which is now going on as
a sign of something to follow; he is, in however simple a fashion,
judging. For he takes one thing as evidence of something else, and so
recognizes a relationship. Any future development, however elaborate
it may be, is only an extending and a refining of this simple act of
inference. All that the wisest man can do is to observe what is going on
more widely and more minutely and then select more carefully from what
is noted just those factors which point to something to happen. The
opposites, once more, to thoughtful action are routine and capricious
behavior. The former accepts what has been customary as a full measure
of possibility and omits to take into account the connections of the
particular things done. The latter makes the momentary act a measure
of value, and ignores the connections of our personal action with the
energies of the environment. It says, virtually, "things are to be just
as I happen to like them at this instant," as routine says in effect
"let things continue just as I have found them in the past." Both refuse
to acknowledge responsibility for the future consequences which
flow from present action. Reflection is the acceptance of such
responsibility.
The starting point of any process of thinking is something going on,
something which just as it stands is incomplete or unfulfilled. Its
point, its meaning lies literally in what it is going to be, in how it
is going to turn out. As this is written, the world is filled with the
clang of contending armies. For an active participant in the war, it is
clear that the momentous thing is the issue, the future consequences, of
this and that happening. He is identified, for the time at least, with
the issue; his fate hangs upon the course things are taking. But even
for an onlooker in a neutral country, the significance of every move
made, of every advance here and retreat there, lies in what it portends.
To think upon the news as it comes to us is to attempt to see what is
indicated as probable or possible regarding an outcome. To fill our
heads, like a scrapbook, with this and that item as a finished and
done-for thing, is not to think. It is to turn ourselves into a piece
of registering apparatus. To consider the bearing of the occurrence
upon what may be, but is not yet, is to think. Nor will the reflective
experience be different in kind if we substitute distance in time for
separation in space. Imagine the war done with, and a future historian
giving an account of it. The episode is, by assumption, past. But he
cannot give a thoughtful account of the war save as he preserves the
time sequence; the meaning of each occurrence, as he deals with it, lies
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