The Logic of Human Mind & Other Works. Джон Дьюи
prescribes the chief features of the acts to be performed, and secures, somewhat automatically, as it were, appropriate and related modes of thinking. But with the child there is no such fixity of status and pursuit; there is almost nothing to dictate that such and such a consecutive line of action, rather than another, should be followed, while the will of others, his own caprice, and circumstances about him tend to produce an isolated momentary act. The absence of continued motivation coöperates with the inner plasticity of the immature to increase the importance of educational training and the difficulties in the way of finding consecutive modes of activities which may do for child and youth what serious vocations and functions do for the adult. In the case of children, the choice is so peculiarly exposed to arbitrary factors, to mere school traditions, to waves of pedagogical fad and fancy, to fluctuating social cross currents, that sometimes, in sheer disgust at the inadequacy of results, a reaction occurs to the total neglect of overt activity as an educational factor, and a recourse to purely theoretical subjects and methods.
Peculiar opportunity with children
(ii) This very difficulty, however, points to the fact that the opportunity for selecting truly educative activities is indefinitely greater in child life than in adult. The factor of external pressure is so strong with most adults that the educative value of the pursuit—its reflex influence upon intelligence and character—however genuine, is incidental, and frequently almost accidental. The problem and the opportunity with the young is selection of orderly and continuous modes of occupation, which, while they lead up to and prepare for the indispensable activities of adult life, have their own sufficient justification in their present reflex influence upon the formation of habits of thought.
Action and reaction between extremes
Educational practice shows a continual tendency to oscillate between two extremes with respect to overt and exertive activities. One extreme is to neglect them almost entirely, on the ground that they are chaotic and fluctuating, mere diversions appealing to the transitory unformed taste and caprice of immature minds; or if they avoid this evil, are objectionable copies of the highly specialized, and more or less commercial, activities of adult life. If activities are admitted at all into the school, the admission is a grudging concession to the necessity of having occasional relief from the strain of constant intellectual work, or to the clamor of outside utilitarian demands upon the school. The other extreme is an enthusiastic belief in the almost magical educative efficacy of any kind of activity, granted it is an activity and not a passive absorption of academic and theoretic material. The conceptions of play, of self-expression, of natural growth, are appealed to almost as if they meant that opportunity for any kind of spontaneous activity inevitably secures the due training of mental power; or a mythological brain physiology is appealed to as proof that any exercise of the muscles trains power of thought.
Locating the problem of education
While we vibrate from one of these extremes to the other, the most serious of all problems is ignored: the problem, namely, of discovering and arranging the forms of activity (a) which are most congenial, best adapted, to the immature stage of development; (b) which have the most ulterior promise as preparation for the social responsibilities of adult life; and (c) which, at the same time, have the maximum of influence in forming habits of acute observation and of consecutive inference. As curiosity is related to the acquisition of material of thought, as suggestion is related to flexibility and force of thought, so the ordering of activities, not themselves primarily intellectual, is related to the forming of intellectual powers of consecutiveness.
Chapter Four
School Conditions and the Training of Thought
§ 1. Introductory: Methods and Conditions
Formal discipline
The so-called faculty-psychology went hand in hand with the vogue of the formal-discipline idea in education. If thought is a distinct piece of mental machinery, separate from observation, memory, imagination, and common-sense judgments of persons and things, then thought should be trained by special exercises designed for the purpose, as one might devise special exercises for developing the biceps muscles. Certain subjects are then to be regarded as intellectual or logical subjects par excellence, possessed of a predestined fitness to exercise the thought-faculty, just as certain machines are better than others for developing arm power. With these three notions goes the fourth, that method consists of a set of operations by which the machinery of thought is set going and kept at work upon any subject-matter.
versus real thinking
We have tried to make it clear in the previous chapters that there is no single and uniform power of thought, but a multitude of different ways in which specific things—things observed, remembered, heard of, read about—evoke suggestions or ideas that are pertinent to the occasion and fruitful in the sequel. Training is such development of curiosity, suggestion, and habits of exploring and testing, as increases their scope and efficiency. A subject—any subject—is intellectual in the degree in which with any given person it succeeds in effecting this growth. On this view the fourth factor, method, is concerned with providing conditions so adapted to individual needs and powers as to make for the permanent improvement of observation, suggestion, and investigation.
True and false meaning of method
The teacher's problem is thus twofold. On the one side, he needs (as we saw in the last chapter) to be a student of individual traits and habits; on the other side, he needs to be a student of the conditions that modify for better or worse the directions in which individual powers habitually express themselves. He needs to recognize that method covers not only what he intentionally devises and employs for the purpose of mental training, but also what he does without any conscious reference to it,—anything in the atmosphere and conduct of the school which reacts in any way upon the curiosity, the responsiveness, and the orderly activity of children. The teacher who is an intelligent student both of individual mental operations and of the effects of school conditions upon those operations, can largely be trusted to develop for himself methods of instruction in their narrower and more technical sense—those best adapted to achieve results in particular subjects, such as reading, geography, or algebra. In the hands of one who is not intelligently aware of individual capacities and of the influence unconsciously exerted upon them by the entire environment, even the best of technical methods are likely to get an immediate result only at the expense of deep-seated and persistent habits. We may group the conditioning influences of the school environment under three heads: (1) the mental attitudes and habits of the persons with whom the child is in contact; (2) the subjects studied; (3) current educational aims and ideals.
§ 2. Influence of the Habits of Others
Bare reference to the imitativeness of human nature is enough to suggest how profoundly the mental habits of others affect the attitude of the one being trained. Example is more potent than precept; and a teacher's best conscious efforts may be more than counteracted by the influence of personal traits which he is unaware of or regards as unimportant. Methods of instruction and discipline that are technically faulty may be rendered practically innocuous by the inspiration of the personal method that lies back of them.
Response to environment fundamental in method
To confine, however, the conditioning influence of the educator, whether parent or teacher, to imitation is to get a very superficial view of the intellectual influence of others. Imitation is but one case of a deeper principle—that of stimulus and response. Everything the teacher does, as well as the manner in which he does it, incites the child to respond in some way or other, and each response tends to set the child's attitude in some way or other. Even the inattention of the child to the adult is often a mode of response which is the result of unconscious training.9 The teacher is rarely (and even then never entirely) a transparent medium of access by another mind to a subject. With the young, the influence of the teacher's personality is intimately fused with that of the subject; the child does not separate nor even distinguish the two.