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
So much for the general features of a reflective experience. They are
(i) perplexity, confusion, doubt, due to the fact that one is implicated
in an incomplete situation whose full character is not yet determined;
(ii) a conjectural anticipation--a tentative interpretation of the given
elements, attributing to them a tendency to effect certain consequences;
(iii) a careful survey (examination, inspection, exploration, analysis)
of all attainable consideration which will define and clarify the
problem in hand; (iv) a consequent elaboration of the tentative
hypothesis to make it more precise and more consistent, because squaring
with a wider range of facts; (v) taking one stand upon the projected
hypothesis as a plan of action which is applied to the existing state of
affairs: doing something overtly to bring about the anticipated result,
and thereby testing the hypothesis. It is the extent and accuracy of
steps three and four which mark off a distinctive reflective experience
from one on the trial and error plane. They make thinking itself into an
experience. Nevertheless, we never get wholly beyond the trial and error
situation. Our most elaborate and rationally consistent thought has to
be tried in the world and thereby tried out. And since it can never
take into account all the connections, it can never cover with perfect
accuracy all the consequences. Yet a thoughtful survey of conditions is
so careful, and the guessing at results so controlled, that we have a
right to mark off the reflective experience from the grosser trial and
error forms of action.
Public-domain text, read in full here on John Shaqi.
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