Democracy and Education & Experience and Education. Джон Дьюи
identification is justified by a confusion of impulse with purpose; although, as has just been said, there is no purpose unless overt action is postponed until there is foresight of the consequences of carrying the impulse into execution-a foresight that is impossible without observation, information, and judgment. Mere foresight, even if it takes the form of accurate prediction, is not, of course, enough. The intellectual anticipation, the idea of consequences, must blend with desire and impulse to acquire moving force. It then gives direction to what otherwise is blind, while desire gives ideas impetus and momentum. An idea then becomes a plan in and for an activity to be carried out. Suppose a man has a desire to secure a new home, say by building a house. No matter how strong his desire, it cannot be directly executed. The man must form an idea of what kind of house he wants, including the number and arrangement of rooms, etc. He has to draw a plan, and have blue prints and specifications made. Ah this might be an idle amusement for spare time unless he also took stock of his resources. He must consider the relation of his funds and available credit to the execution of the plan. He has to investigate available sites, their price, their nearness to his place of business, to a congenial neighborhood, to school facilities, and so on and so on. All of the things reckoned with: his ability to pay, size and needs of family, possible locations, etc., etc., are objective facts. They are no part of the original desire. But they have to be viewed and judged in order that a desire may be converted into a purpose and a purpose into a plan of action.
All of us have desires, all at least who have not become so pathological that they are completely apathetic. These desires are the ultimate moving springs of action. A professional businessman wishes to succeed in his career; a general wishes to win the battle; a parent to have a comfortable home for his family, and to educate his children, and so on indefinitely. The intensity of the desire measures the strength of the efforts that will be put forth. But the wishes are empty castles in the air unless they are translated into the means by which they may be realized. The question of how soon of means takes the place of a projected imaginative end, and, since means are objective, they have to be studied and understood if a genuine purpose is to be formed.
Traditional education tended to ignore the importance personal impulse and desire as moving springs. But this is no reason why progressive education should identify impulse and desire with purpose and thereby pass lightly over the need for careful observation, for wide range of information, and for judgment if students are to share in the formation of the purposes which activate them. In an educational scheme, the occurrence of a desire and impulse is not the final end. It is an occasion and a demand for the formation of a plan and method of activity. Such a plan, to repeat, can be formed only by study of conditions and by sewing all relevant information.
The teacher's business is to see that the occasion is taken advantage of. Since freedom resides in the operations of intelligent observation and judgment by which a purpose is developed, guidance given by the teacher to the exercise of the pupils' intelligence is an aid to freedom, not a restriction upon it. Sometimes teachers seem to be afraid even to make suggestions to the members of a group as to what they should do. I have heard of cases in which children are surrounded with objects and materials and then left entirely to themselves, the teacher being loath to suggest even what might be done with the materials lest freedom be infringed upon. Why, then, even supply materials, since they are a source of some suggestion or other? But what is more important is that the suggestion upon which pupils act must in any case come from some- where. It is impossible to understand why a suggestion from one who has a larger experience and a wider horizon should not be at least as valid as a suggestion arising from some more or less accidental source.
It is possible of course to abuse the office, and to force the activity of the young into channels which express the teacher's purpose rather than that of the pupils. But the way to avoid this danger is not for the adult to withdraw entirely. The way is, first, for the teacher to be intelligently aware of the capacities, needs, and past experiences of those under instruction, and, secondly, to allow the suggestion made to develop into a plan and project by means of the further suggestions contributed and organized into a whole by the members of the group. The plan, in other words, is a co-operative enterprise, not a dictation. The teacher's suggestion is wt a mold for a cast-iron result but is a starting point to be developed into a plan through contributions from the experience of all engaged in the learning process. The development occurs through reciprocal give-and-take, the teacher taking but not being afraid also to give. The essential point is that the purpose grow and take shape through the process of social intelligence.
Chapter 7
Progressive Organization of Subject Matter
Allusion has been made in passing a number of times to objective conditions involved in experience and to their function in promoting or failing to promote the enriched growth of further experience. By implication, these objective conditions, whether those of observation, of memory, of information procured from others, or of imagination, have been identified with the subject-matter of study and learning; or, speaking more generally, with the stuff of the course of study. Nothing, however, has been said explicitly so far about subject-matter as such. That topic will now be discussed. One consideration stands out clearly when education is conceived in terms of experience. Anything which can be called a study, whether arithmetic, history, geography, or one of the natural sciences, must be derived from materials which at the outset fall within the scope of ordinary life-experience. In this respect the newer education contrasts sharply with procedures which start with facts and truths that are outside the range of the experience of those thought, and which, therefore, have the problem of discovering ways and means of bringing them within experience. Undoubtedly one chief cause for the great success of newer methods in early elementary education has been its observance of the contrary principle.
But finding the material for learning within experience is only the first step. The next step is the progressive development of what is already experienced into a fuller and richer and also more organized form, a form that gradually approximates that in which subject-matter is presented to the skilled, mature person. That this change is possible without departing from the organic connection of education with experience is shown by the fact that this change takes place outside of the school and apart from formal education. The infant, for example, begins with an environment of objects that is very restricted in space and time. That environment steadily expands by the momentum inherent in experience itself without aid from scholastic instruction. As the infant learns to reach, creep, walk, and talk, the intrinsic subject-matter of its experience widens and deepens. It comes into connection with new objects and events, which call out new powers, while the exercise of these powers refines and enlarges the content of its experience. Life-space and life-duration’s are expanded. The environment, the world of experience, constantly grows larger and, so to speak, thicker. The educator who receives the child at the end of this period has to find ways for doing consciously and deliberately what "nature" accomplishes in the earlier years.
It is hardly necessary to insist upon the first of the two conditions which have been specified. It is a cardinal precept of the newer school of education that the beginning of instruction shall be made with the experience learners already have; that this experience and the capacities that have been developed during its course provide the starting point for ah further learning. I am not so sure that the other condition, that of orderly development toward expansion and organization of subject-matter through growth of experience, receives as much attention. Yet the principle of continuity of educative experience requites that equal thought and attention be given to solution of this aspect of the educational problem. Undoubtedly this phase of the problem is more difficult than the other. Those who deal with the pre-school child, with the kindergarten child, and with the boy and girl of the early primary years do not have much difficulty in determining the range of past experience or in finding activities that connect in vital ways with it. With older children both factors of the problem offer increased difficulties to the educator. It is harder to find out the background of the experience of individuals and harder to find out just how the subject- matters already contained in that experience shall be directed so as to lead out to larger and better organized fields.
It