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
1. The Nature of Realization or Appreciation. Much of our experience is
indirect; it is dependent upon signs which intervene between the things
and ourselves, signs which stand for or represent the former. It is
one thing to have been engaged in war, to have shared its dangers and
hardships; it is another thing to hear or read about it. All language,
all symbols, are implements of an indirect experience; in technical
language the experience which is procured by their means is "mediated."
It stands in contrast with an immediate, direct experience, something
in which we take part vitally and at first hand, instead of through
the intervention of representative media. As we have seen, the scope of
personal, vitally direct experience is very limited. If it were not
for the intervention of agencies for representing absent and distant
affairs, our experience would remain almost on the level of that of the
brutes. Every step from savagery to civilization is dependent upon
the invention of media which enlarge the range of purely immediate
experience and give it deepened as well as wider meaning by connecting
it with things which can only be signified or symbolized. It is
doubtless this fact which is the cause of the disposition to identify
an uncultivated person with an illiterate person--so dependent are we on
letters for effective representative or indirect experience.
At the same time (as we have also had repeated occasion to see) there
is always a danger that symbols will not be truly representative; danger
that instead of really calling up the absent and remote in a way to make
it enter a present experience, the linguistic media of representation
will become an end in themselves. Formal education is peculiarly exposed
to this danger, with the result that when literacy supervenes, mere
bookishness, what is popularly termed the academic, too often comes
with it. In colloquial speech, the phrase a "realizing sense" is used
to express the urgency, warmth, and intimacy of a direct experience
in contrast with the remote, pallid, and coldly detached quality of
a representative experience. The terms "mental realization" and
"appreciation" (or genuine appreciation) are more elaborate names for
the realizing sense of a thing. It is not possible to define these ideas
except by synonyms, like "coming home to one" "really taking it
in," etc., for the only way to appreciate what is meant by a direct
experience of a thing is by having it. But it is the difference between
reading a technical description of a picture, and seeing it; or between
just seeing it and being moved by it; between learning mathematical
equations about light and being carried away by some peculiarly glorious
illumination of a misty landscape. We are thus met by the danger of the
tendency of technique and other purely representative forms to encroach
upon the sphere of direct appreciations; in other words, the tendency to
Public-domain text, read in full here on John Shaqi.
Reviews
Reviews
No reviews yet
Be the first to share your thoughts on this work.
Elsewhere in the archive
Join the Discussion
Join the discussion
Sign in to leave a comment or review.
Sign InorCreate an account