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
This state of affairs suggests a definition of the role of the
individual, or the self, in knowledge; namely, the redirection, or
reconstruction of accepted beliefs. Every new idea, every conception of
things differing from that authorized by current belief, must have its
origin in an individual. New ideas are doubtless always sprouting, but a
society governed by custom does not encourage their development. On the
contrary, it tends to suppress them, just because they are deviations
from what is current. The man who looks at things differently from
others is in such a community a suspect character; for him to persist
is generally fatal. Even when social censorship of beliefs is not so
strict, social conditions may fail to provide the appliances which are
requisite if new ideas are to be adequately elaborated; or they may fail
to provide any material support and reward to those who entertain them.
Hence they remain mere fancies, romantic castles in the air, or aimless
speculations. The freedom of observation and imagination involved in
the modern scientific revolution were not easily secured; they had to be
fought for; many suffered for their intellectual independence. But, upon
the whole, modern European society first permitted, and then, in some
fields at least, deliberately encouraged the individual reactions which
deviate from what custom prescribes. Discovery, research, inquiry in new
lines, inventions, finally came to be either the social fashion, or in
some degree tolerable. However, as we have already noted, philosophic
theories of knowledge were not content to conceive mind in the
individual as the pivot upon which reconstruction of beliefs turned,
thus maintaining the continuity of the individual with the world of
nature and fellow men. They regarded the individual mind as a separate
entity, complete in each person, and isolated from nature and hence from
other minds. Thus a legitimate intellectual individualism, the attitude
of critical revision of former beliefs which is indispensable to
progress, was explicitly formulated as a moral and social individualism.
When the activities of mind set out from customary beliefs and strive
to effect transformations of them which will in turn win general
conviction, there is no opposition between the individual and the
social. The intellectual variations of the individual in observation,
imagination, judgment, and invention are simply the agencies of
social progress, just as conformity to habit is the agency of social
conservation. But when knowledge is regarded as originating and
developing within an individual, the ties which bind the mental life of
one to that of his fellows are ignored and denied.
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