The Principles of Education We Lack In. Джон Дьюи

      Chapter Eleven:

       Experience and Thinking

       Table of Contents

      1. The Nature of Experience. The nature of experience can be understood only by noting that it includes an active and a passive element peculiarly combined. On the active hand, experience is trying—a meaning which is made explicit in the connected term experiment. On the passive, it is undergoing. When we experience something we act upon it, we do something with it; then we suffer or undergo the consequences. We do something to the thing and then it does something to us in return: such is the peculiar combination. The connection of these two phases of experience measures the fruitfulness or value of the experience. Mere activity does not constitute experience. It is dispersive, centrifugal, dissipating. Experience as trying involves change, but change is meaningless transition unless it is consciously connected with the return wave of consequences which flow from it. When an activity is continued into the undergoing of consequences, when the change made by action is reflected back into a change made in us, the mere flux is loaded with significance. We learn something. It is not experience when a child merely sticks his finger into a flame; it is experience when the movement is connected with the pain which he undergoes in consequence. Henceforth the sticking of the finger into flame means a burn. Being burned is a mere physical change, like the burning of a stick of wood, if it is not perceived as a consequence of some other action. Blind and capricious impulses hurry us on heedlessly from one thing to another. So far as this happens, everything is writ in water. There is none of that cumulative growth which makes an experience in any vital sense of that term. On the other hand, many things happen to us in the way of pleasure and pain which we do not connect with any prior activity of our own. They are mere accidents so far as we are concerned. There is no before or after to such experience; no retrospect nor outlook, and consequently no meaning. We get nothing which may be carried over to foresee what is likely to happen next, and no gain in ability to adjust ourselves to what is coming—no added control. Only by courtesy can such an experience be called experience. To "learn from experience" is to make a backward and forward connection between what we do to things and what we enjoy or suffer from things in consequence. Under such conditions, doing becomes a trying; an experiment with the world to find out what it is like; the undergoing becomes instruction—discovery of the connection of things.

      Two conclusions important for education follow. (1) Experience is primarily an active-passive affair; it is not primarily cognitive. But (2) the measure of the value of an experience lies in the perception of relationships or continuities to which it leads up. It includes cognition in the degree in which it is cumulative or amounts to something, or has meaning. In schools, those under instruction are too customarily looked upon as acquiring knowledge as theoretical spectators, minds which appropriate knowledge by direct energy of intellect. The very word pupil has almost come to mean one who is engaged not in having fruitful experiences but in absorbing knowledge directly. Something which is called mind or consciousness is severed from the physical organs of activity. The former is then thought to be purely intellectual and cognitive; the latter to be an irrelevant and intruding physical factor. The intimate union of activity and undergoing its consequences which leads to recognition of meaning is broken; instead we have two fragments: mere bodily action on one side, and meaning directly grasped by "spiritual" activity on the other.

      It would be impossible to state adequately the evil results which have flowed from this dualism of mind and body, much less to exaggerate them. Some of the more striking effects, may, however, be enumerated. (a) In part bodily activity becomes an intruder. Having nothing, so it is thought, to do with mental activity, it becomes a distraction, an evil to be contended with. For the pupil has a body, and brings it to school along with his mind. And the body is, of necessity, a wellspring of energy; it has to do something. But its activities, not being utilized in occupation with things which yield significant results, have to be frowned upon. They lead the pupil away from the lesson with which his "mind" ought to be occupied; they are sources of mischief. The chief source of the "problem of discipline" in schools is that the teacher has often to spend the larger part of the time in suppressing the bodily activities which take the mind away from its material. A premium is put on physical quietude; on silence, on rigid uniformity of posture and movement; upon a machine-like simulation of the attitudes of intelligent interest. The teachers' business is to hold the pupils up to these requirements and to punish the inevitable deviations which occur.

      The nervous strain and fatigue which result with both teacher and pupil are a necessary consequence of the abnormality of the situation in which bodily activity is divorced from the perception of meaning. Callous indifference and explosions from strain alternate. The neglected body, having no organized fruitful channels of activity, breaks forth, without knowing why or how, into meaningless boisterousness, or settles into equally meaningless fooling—both very different from the normal play of children. Physically active children become restless and unruly; the more quiescent, so-called conscientious ones spend what energy they have in the negative task of keeping their instincts and active tendencies suppressed, instead of in a positive one of constructive planning and execution; they are thus educated not into responsibility for the significant and graceful use of bodily powers, but into an enforced duty not to give them free play. It may be seriously asserted that a chief cause for the remarkable achievements of Greek education was that it was never misled by false notions into an attempted separation of mind and body.

      (b) Even, however, with respect to the lessons which have to be learned by the application of "mind," some bodily activities have to be used. The senses—especially the eye and ear—have to be employed to take in what the book, the map, the blackboard, and the teacher say. The lips and vocal organs, and the hands, have to be used to reproduce in speech and writing what has been stowed away. The senses are then regarded as a kind of mysterious conduit through which information is conducted from the external world into the mind; they are spoken of as gateways and avenues of knowledge. To keep the eyes on the book and the ears open to the teacher's words is a mysterious source of intellectual grace. Moreover, reading, writing, and figuring—important school arts—demand muscular or motor training. The muscles of eye, hand, and vocal organs accordingly have to be trained to act as pipes for carrying knowledge back out of the mind into external action. For it happens that using the muscles repeatedly in the same way fixes in them an automatic tendency to repeat.

      The obvious result is a mechanical use of the bodily activities which (in spite of the generally obtrusive and interfering character of the body in mental action) have to be employed more or less. For the senses and muscles are used not as organic participants in having an instructive experience, but as external inlets and outlets of mind. Before the child goes to school,