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
Consider getting used to a strange city. At first, there is excessive
stimulation and excessive and ill-adapted response. Gradually certain
stimuli are selected because of their relevancy, and others are
degraded. We can say either that we do not respond to them any longer,
or more truly that we have effected a persistent response to them--an
equilibrium of adjustment. This means, in the second place, that this
enduring adjustment supplies the background upon which are made specific
adjustments, as occasion arises. We are never interested in changing
the whole environment; there is much that we take for granted and accept
just as it already is. Upon this background our activities focus at
certain points in an endeavor to introduce needed changes. Habituation
is thus our adjustment to an environment which at the time we are not
concerned with modifying, and which supplies a leverage to our active
habits. Adaptation, in fine, is quite as much adaptation of the
environment to our own activities as of our activities to the
environment. A savage tribe manages to live on a desert plain. It adapts
itself. But its adaptation involves a maximum of accepting, tolerating,
putting up with things as they are, a maximum of passive acquiescence,
and a minimum of active control, of subjection to use. A civilized
people enters upon the scene. It also adapts itself. It introduces
irrigation; it searches the world for plants and animals that will
flourish under such conditions; it improves, by careful selection, those
which are growing there. As a consequence, the wilderness blossoms as
a rose. The savage is merely habituated; the civilized man has habits
which transform the environment.
Public-domain text, read in full here on John Shaqi.
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