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
experimentation carried out under conditions of deliberate control. To
the Greek, it seemed absurd that such an activity as, say, the cobbler
punching holes in leather, or using wax and needle and thread, could
give an adequate knowledge of the world. It seemed almost axiomatic
that for true knowledge we must have recourse to concepts coming from a
reason above experience. But the introduction of the experimental method
signified precisely that such operations, carried on under conditions
of control, are just the ways in which fruitful ideas about nature are
obtained and tested. In other words, it is only needed to conduct such
an operation as the pouring of an acid on a metal for the purpose of
getting knowledge instead of for the purpose of getting a trade result,
in order to lay hold of the principle upon which the science of nature
was henceforth to depend. Sense perceptions were indeed indispensable,
but there was less reliance upon sense perceptions in their natural or
customary form than in the older science. They were no longer regarded
as containing within themselves some "form" or "species" of universal
kind in a disguised mask of sense which could be stripped off by
rational thought. On the contrary, the first thing was to alter and
extend the data of sense perception: to act upon the given objects of
sense by the lens of the telescope and microscope, and by all sorts of
experimental devices. To accomplish this in a way which would arouse
new ideas (hypotheses, theories) required even more general ideas (like
those of mathematics) than were at the command of ancient science. But
these general conceptions were no longer taken to give knowledge
in themselves. They were implements for instituting, conducting,
interpreting experimental inquiries and formulating their results.
The logical outcome is a new philosophy of experience and knowledge,
a philosophy which no longer puts experience in opposition to rational
knowledge and explanation. Experience is no longer a mere summarizing
of what has been done in a more or less chance way in the past; it is a
deliberate control of what is done with reference to making what happens
to us and what we do to things as fertile as possible of suggestions
(of suggested meanings) and a means for trying out the validity of the
suggestions. When trying, or experimenting, ceases to be blinded by
impulse or custom, when it is guided by an aim and conducted by measure
and method, it becomes reasonable--rational. When what we suffer from
things, what we undergo at their hands, ceases to be a matter of chance
circumstance, when it is transformed into a consequence of our own prior
purposive endeavors, it becomes rationally significant--enlightening
and instructive. The antithesis of empiricism and rationalism loses the
support of the human situation which once gave it meaning and relative
justification.
Public-domain text, read in full here on John Shaqi.
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