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Chapter - JUDGMENT: THE INTERPRETATION OF FACTS ( § 2. _The Origin and Nature of Ideas_ ) [DEWEY] [19] The term _idea_ is also used popularly to denote (_a_) a mere fancy, (_b_) an accepted belief, and also (_c_) judgment itself. But _logically_ it denotes a certain _factor_ in judgment, as explained in ... |
Chapter - JUDGMENT: THE INTERPRETATION OF FACTS ( § 2. _The Origin and Nature of Ideas_ ) [DEWEY]Let us recur to our instance of a blur in motion appearing at a distance. We wonder what _the thing is_, _i.e._ what the _blur means_. A man waving his arms, a friend beckoning to us, are suggested as possibilities. To acce... |
Chapter - JUDGMENT: THE INTERPRETATION OF FACTS ( § 2. _The Origin and Nature of Ideas_ ) [DEWEY]Ideas are not then genuine ideas unless they are tools in a reflective examination which tends to solve a problem. Suppose it is a question of having the pupil grasp _the idea_ of the sphericity of the earth. This is differ... |
Chapter - JUDGMENT: THE INTERPRETATION OF FACTS ( § 2. _The Origin and Nature of Ideas_ ) [DEWEY]Logical ideas are like keys which are shaping with reference to opening a lock. Pike, separated by a glass partition from the fish upon which they ordinarily prey, will--so it is said--butt their heads against the glass unt... |
Chapter - JUDGMENT: THE INTERPRETATION OF FACTS ( § 2. _The Origin and Nature of Ideas_ ) [DEWEY]It is significant that many words for intelligence suggest the idea of circuitous, evasive activity--often with a sort of intimation of even moral obliquity. The bluff, hearty man goes straight (and stupidly, it is implied)... |
Chapter - JUDGMENT: THE INTERPRETATION OF FACTS ( § 2. _The Origin and Nature of Ideas_ ) [DEWEY] [20] See Ward, _Psychic Factors of Civilization_, p. 153. [/DEWEY] |
Chapter - JUDGMENT: THE INTERPRETATION OF FACTS ( § 3. _Analysis and Synthesis_ ) [DEWEY]Through judging confused data are cleared up, and seemingly incoherent and disconnected facts brought together. Things may have a peculiar feeling for us, they may make a certain indescribable impression upon us; the thing may _fee... |
Chapter - JUDGMENT: THE INTERPRETATION OF FACTS ( § 3. _Analysis and Synthesis_ ) [DEWEY]Even when it is definitely stated that intellectual and physical analyses are different sorts of operations, intellectual analysis is often treated after the analogy of physical; as if it were the breaking up of a whole into all it... |
Chapter - JUDGMENT: THE INTERPRETATION OF FACTS ( § 3. _Analysis and Synthesis_ ) [DEWEY] [21] Thus arise all those falsely analytic methods in geography, reading, writing, drawing, botany, arithmetic, which we have already considered in another connection. (See p. 59.) [/DEWEY] |
Chapter - JUDGMENT: THE INTERPRETATION OF FACTS ( § 3. _Analysis and Synthesis_ ) [DEWEY]The same putting the cart before the horse, the product before the process, is found in that overconscious formulation of methods of procedure so current in elementary instruction. (See p. 60.) The method that is employed in discov... |
Chapter - JUDGMENT: THE INTERPRETATION OF FACTS ( § 3. _Analysis and Synthesis_ ) [DEWEY]It is, however, a common assumption that unless the pupil from the outset _consciously recognizes and explicitly states_ the method logically implied in the result he is to reach, he will have _no_ method, and his mind will work co... |
Chapter - JUDGMENT: THE INTERPRETATION OF FACTS ( § 3. _Analysis and Synthesis_ ) [DEWEY]As analysis is conceived to be a sort of picking to pieces, so synthesis is thought to be a sort of physical piecing together; and so imagined, it also becomes a mystery. In fact, synthesis takes place wherever we grasp the bearing... |
Chapter - JUDGMENT: THE INTERPRETATION OF FACTS ( § 3. _Analysis and Synthesis_ ) [DEWEY]Educational methods that pride themselves on being exclusively analytic or exclusively synthetic are therefore (so far as they carry out their boasts) incompatible with normal operations of judgment. Discussions have taken place, f... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 3. _Analysis and Synthesis_ ) [DEWEY]As in our discussion of judgment we were making more explicit what is involved in inference, so in the discussion of meaning we are only recurring to the central function of all reflection. For one thing to _mean_, _signify_, _... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 3. _Analysis and Synthesis_ ) [DEWEY] I. MEANING AND UNDERSTANDING [/DEWEY] |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 3. _Analysis and Synthesis_ ) [DEWEY]If a person comes suddenly into your room and calls out "Paper," various alternatives are possible. If you do not understand the English language, there is simply a noise which may or may not act as a physical stimulus and irri... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 3. _Analysis and Synthesis_ ) [DEWEY]All knowledge, all science, thus aims to grasp the meaning of objects and events, and this process always consists in taking them out of their apparent brute isolation as events, and finding them to be parts of some larger whol... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 3. _Analysis and Synthesis_ ) [DEWEY] II. DIRECT AND INDIRECT UNDERSTANDING [/DEWEY] |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 3. _Analysis and Synthesis_ ) [DEWEY]In the above illustrations two types of grasping of meaning are exemplified. When the English language is understood, the person grasps at once the meaning of "paper." He may not, however, see any meaning or sense in the perfor... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 3. _Analysis and Synthesis_ ) [DEWEY]Most languages have two sets of words to express these two modes of understanding; one for the direct taking in or grasp of meaning, the other for its circuitous apprehension, thus: [Greek: gnônai] and [Greek: eidenai] in Greek... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 3. _Analysis and Synthesis_ ) [DEWEY] [22] James, _Principles of Psychology_, vol. I, p. 221. To _know_ and to _know that_ are perhaps more precise equivalents; compare "I know him" and "I know that he has gone home." The former expresses a fact sim... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 3. _Analysis and Synthesis_ ) [DEWEY]Our progress in genuine knowledge always consists _in part in the discovery of something not understood in what had previously been taken for granted as plain, obvious, matter-of-course, and in part in the use of meanings that ... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 2. _The Process of Acquiring Meanings_ ) [DEWEY]The first problem that comes up in connection with direct understanding is how a store of directly apprehensible meanings is built up. How do we learn to view things on sight as significant members of a situation, or... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 2. _The Process of Acquiring Meanings_ ) [DEWEY]In an often quoted passage, Mr. James has said: "The baby, assailed by eyes, ears, nose, skin, and entrails at once, feels it all as one great blooming, buzzing confusion."[23] Mr. James is speaking of a baby's world... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 2. _The Process of Acquiring Meanings_ ) [DEWEY] [23] _Principles of Psychology_, vol. I, p. 488. [/DEWEY] |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 2. _The Process of Acquiring Meanings_ ) [DEWEY]The acquisition of definiteness and of coherency (or constancy) of meanings is derived primarily from practical activities. By rolling an object, the child makes its roundness appreciable; by bouncing it, he singles ... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 2. _The Process of Acquiring Meanings_ ) [DEWEY]Take another example. We have little difficulty in distinguishing from one another rakes, hoes, plows and harrows, shovels and spades. Each has its own associated characteristic use and function. We may have, however... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 2. _The Process of Acquiring Meanings_ ) [DEWEY]Children's drawings afford a further exemplification of the same principle. Perspective does not exist, for the child's interest is not in _pictorial representation_, but in the _things_ represented; and while perspe... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 2. _The Process of Acquiring Meanings_ ) [DEWEY]The acquiring of meaning by sounds, in virtue of which they become words, is perhaps the most striking illustration that can be found of the way in which mere sensory stimuli acquire definiteness and constancy of mea... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 2. _The Process of Acquiring Meanings_ ) [DEWEY]Familiar acquaintance with meanings thus signifies that we have acquired in the presence of objects definite attitudes of response which lead us, without reflection, to anticipate certain possible consequences. The d... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 3. _Conceptions and Meaning_ ) [DEWEY]The word _meaning_ is a familiar everyday term; the words _conception_, _notion_, are both popular and technical terms. Strictly speaking, they involve, however, nothing new; any meaning sufficiently individualized to be direc... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 3. _Conceptions and Meaning_ ) [DEWEY]Various persons talk about an object not physically present, and yet all get the same material of belief. The same person in different moments often refers to the same object or kind of objects. The sense experience, the physi... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 3. _Conceptions and Meaning_ ) [DEWEY]To insist upon the fundamental importance of conceptions would, accordingly, only repeat what has been said. We shall merely summarize, saying that conceptions, or standard meanings, are instruments (_i_) of identification, (_... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 3. _Conceptions and Meaning_ ) [DEWEY]Darwin, in an autobiographical sketch, says that when a youth he told the geologist, Sidgwick, of finding a tropical shell in a certain gravel pit. Thereupon Sidgwick said it must have been thrown there by some person, adding:... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 4. _What Conceptions are Not_ ) [DEWEY]1. Conceptions are not derived from a multitude of different definite objects by leaving out the qualities in which they differ and retaining those in which they agree. The origin of concepts is sometimes described to be as i... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 4. _What Conceptions are Not_ ) [DEWEY]As a matter of fact, the child begins with whatever significance he has got out of the one dog he has seen, heard, and handled. He has found that he can carry over from one experience of this object to subsequent experience c... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 4. _What Conceptions are Not_ ) [DEWEY]2. Similarly, conceptions are general because of their use and application, not because of their ingredients. The view of the origin of conception in an impossible sort of analysis has as its counterpart the idea that the con... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]A being that cannot understand at all is at least protected from _mis_-understandings. But beings that get knowledge by means of inferring and interpreting, by judging what things signify in relation to one ano... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]As definition sets forth intension, so division (or the reverse process, classification) expounds extension. Intension and extension, definition and division, are clearly correlative; in language previously use... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]Definitions are of three types, _denotative_, _expository_, _scientific_. Of these, the first and third are logically important, while the expository type is socially and pedagogically important as an interveni... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]I. Denotative. A blind man can never have an adequate understanding of the meaning of _color_ and _red_; a seeing person can acquire the knowledge only by having certain things designated in such a way as to fi... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]2. Expository. Given a certain store of meanings which have been directly or denotatively marked out, language becomes a resource by which imaginative combinations and variations may be built up. A color may be... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]3. Scientific. Even popular definitions serve as rules for identifying and classifying individuals, but the purpose of such identifications and classifications is mainly practical and social, not intellectual. ... |
Chapter - MEANING: OR CONCEPTIONS AND UNDERSTANDING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]If, for example, a layman of considerable practical experience were asked what he meant or understood by _metal_, he would probably reply in terms of the qualities useful (_i_) in recognizing any given metal an... |
Chapter - CONCRETE AND ABSTRACT THINKING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]The maxim enjoined upon teachers, "to proceed from the concrete to the abstract," is perhaps familiar rather than comprehended. Few who read and hear it gain a clear conception of the starting-point, the concrete; of the ... |
Chapter - CONCRETE AND ABSTRACT THINKING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]Actually, all dealing with things, even the child's, is immersed in inferences; things are clothed by the suggestions they arouse, and are significant as challenges to interpretation or as evidences to substantiate a beli... |
Chapter - CONCRETE AND ABSTRACT THINKING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]Yet the maxim has a meaning which, understood and supplemented, states the line of development of logical capacity. What is this signification? Concrete denotes a meaning definitely marked off from other meanings so that ... |
Chapter - CONCRETE AND ABSTRACT THINKING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]To one who is thoroughly at home in physics and chemistry, the notions of _atom_ and _molecule_ are fairly concrete. They are constantly used without involving any labor of thought in apprehending what they mean. But the ... |
Chapter - CONCRETE AND ABSTRACT THINKING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]The difference as noted is purely relative to the intellectual progress of an individual; what is abstract at one period of growth is concrete at another; or even the contrary, as one finds that things supposed to be thor... |
Chapter - CONCRETE AND ABSTRACT THINKING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]By contrast, the abstract is the _theoretical_, or that not intimately associated with practical concerns. The abstract thinker (the man of pure science as he is sometimes called) deliberately abstracts from application i... |
Chapter - CONCRETE AND ABSTRACT THINKING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]For the great majority of men under ordinary circumstances, the practical exigencies of life are almost, if not quite, coercive. Their main business is the proper conduct of their affairs. Whatever is of significance only... |
Chapter - CONCRETE AND ABSTRACT THINKING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]This attitude is justified, of course, under certain conditions. But depreciation of theory does not contain the whole truth, as common or practical sense recognizes. There is such a thing, even from the common-sense stan... |
Chapter - CONCRETE AND ABSTRACT THINKING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]We may now recur to the pedagogic maxim of going from the concrete to the abstract. [/DEWEY] |
Chapter - CONCRETE AND ABSTRACT THINKING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]1. Since the _concrete_ denotes thinking applied to activities for the sake of dealing effectively with the difficulties that present themselves practically, "beginning with the concrete" signifies that we should at the o... |
Chapter - CONCRETE AND ABSTRACT THINKING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]The conception that we have only to put before the senses particular physical objects in order to impress certain ideas upon the mind amounts almost to a superstition. The introduction of object lessons and sense-training... |
Chapter - CONCRETE AND ABSTRACT THINKING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]2. The interest in results, in the successful carrying on of an activity, should be gradually transferred to study of objects--their properties, consequences, structures, causes, and effects. The adult when at work in his... |
Chapter - CONCRETE AND ABSTRACT THINKING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]3. The outcome, the _abstract_ to which education is to proceed, is an interest in intellectual matters for their own sake, a delight in thinking for the sake of thinking. It is an old story that acts and processes which ... |
Chapter - CONCRETE AND ABSTRACT THINKING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]The three instances cited in Chapter Six represented an ascending cycle from the practical to the theoretical. Taking thought to keep a personal engagement is obviously of the concrete kind. Endeavoring to work out the me... |
Chapter - CONCRETE AND ABSTRACT THINKING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY](_i_) Abstract thinking, it should be noted, represents _an_ end, not _the_ end. The power of sustained thinking on matters remote from direct use is an outgrowth of practical and immediate modes of thought, but not a sub... |
Chapter - CONCRETE AND ABSTRACT THINKING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY](_ii_) Educators should also note the very great individual differences that exist; they should not try to force one pattern and model upon all. In many (probably the majority) the executive tendency, the habit of mind th... |
Chapter - CONCRETE AND ABSTRACT THINKING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]The aim of education should be to secure a balanced interaction of the two types of mental attitude, having sufficient regard to the disposition of the individual not to hamper and cripple whatever powers are naturally st... |
Chapter - EMPIRICAL AND SCIENTIFIC THINKING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]Apart from the development of scientific method, inferences depend upon habits that have been built up under the influence of a number of particular experiences not themselves arranged for logical purposes. A says, "It... |
Chapter - EMPIRICAL AND SCIENTIFIC THINKING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]In similar fashion learned men in the Orient learned to predict, with considerable accuracy, the recurrent positions of the planets, the sun and the moon, and to foretell the time of eclipses, without understanding in ... |
Chapter - EMPIRICAL AND SCIENTIFIC THINKING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]The _disadvantages_ of purely empirical thinking are obvious. [/DEWEY] |
Chapter - EMPIRICAL AND SCIENTIFIC THINKING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]1. While many empirical conclusions are, roughly speaking, correct; while they are exact enough to be of great help in practical life; while the presages of a weatherwise sailor or hunter may be more accurate, within a... |
Chapter - EMPIRICAL AND SCIENTIFIC THINKING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]2. The more numerous the experienced instances and the closer the watch kept upon them, the greater is the trustworthiness of constant conjunction as evidence of connection among the things themselves. Many of our most... |
Chapter - EMPIRICAL AND SCIENTIFIC THINKING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]3. We have not yet made the acquaintance of the most harmful feature of the empirical method. Mental inertia, laziness, unjustifiable conservatism, are its probable accompaniments. Its general effect upon mental attitu... |
Chapter - EMPIRICAL AND SCIENTIFIC THINKING ( § 5. _Definition and Organization of Meanings_ ) [DEWEY]Certain men or classes of men come to be the accepted guardians and transmitters--instructors--of established doctrines. To question the beliefs is to question their authority; to accept the beliefs is evidence of loya... |
Chapter - EMPIRICAL AND SCIENTIFIC THINKING ( § 2. _Scientific Method_ ) [DEWEY]In contrast with the empirical method stands the scientific. Scientific method replaces the repeated conjunction or coincidence of separate facts by discovery of a single comprehensive fact, effecting this replacement by _breaking up the co... |
Chapter - EMPIRICAL AND SCIENTIFIC THINKING ( § 2. _Scientific Method_ ) [DEWEY]If a layman were asked why water rises from the cistern when an ordinary pump is worked, he would doubtless answer, "By suction." Suction is regarded as a force like heat or pressure. If such a person is confronted by the fact that water ri... |
Chapter - EMPIRICAL AND SCIENTIFIC THINKING ( § 2. _Scientific Method_ ) [DEWEY]Now the scientist advances by assuming that what seems to observation to be a single total fact is in truth complex. He attempts, therefore, to break up the single fact of water-rising-in-the-pipe into a number of lesser facts. His method o... |
Chapter - EMPIRICAL AND SCIENTIFIC THINKING ( § 2. _Scientific Method_ ) [DEWEY] [24] The next two paragraphs repeat, for purposes of the present discussion, what we have already noted in a different context. See p. 88 and p. 99. [/DEWEY] |
Chapter - EMPIRICAL AND SCIENTIFIC THINKING ( § 2. _Scientific Method_ ) [DEWEY]The method of analysis by comparing cases is, however, badly handicapped; it can do nothing until it is presented with a certain number of diversified cases. And even when different cases are at hand, it will be questionable whether they va... |
Chapter - EMPIRICAL AND SCIENTIFIC THINKING ( § 2. _Scientific Method_ ) [DEWEY]Experimental thinking, or scientific reasoning, is thus a conjoint process of _analysis and synthesis_, or, in less technical language, of discrimination and assimilation or identification. The gross fact of water rising when the suction va... |
Chapter - EMPIRICAL AND SCIENTIFIC THINKING ( § 2. _Scientific Method_ ) [DEWEY]If we revert to the advantages of scientific over empirical thinking, we find that we now have the clue to them. [/DEWEY] |
Chapter - EMPIRICAL AND SCIENTIFIC THINKING ( § 2. _Scientific Method_ ) [DEWEY](_a_) The increased security, the added factor of certainty or proof, is due to the substitution of the _detailed and specific fact_ of atmospheric pressure for the gross and total and relatively miscellaneous fact of suction. The latter is... |
Chapter - EMPIRICAL AND SCIENTIFIC THINKING ( § 2. _Scientific Method_ ) [DEWEY](_b_) As analysis accounts for the added certainty, so synthesis accounts for ability to cope with the novel and variable. Weight is a much commoner fact than atmospheric weight, and this in turn is a much commoner fact than the workings of... |
Chapter - EMPIRICAL AND SCIENTIFIC THINKING ( § 2. _Scientific Method_ ) [DEWEY]As Professor James says: "Think of heat as motion and whatever is true of motion will be true of heat; but we have a hundred experiences of motion for every one of heat. Think of rays passing through this lens as cases of bending toward the... |
Chapter - EMPIRICAL AND SCIENTIFIC THINKING ( § 2. _Scientific Method_ ) [DEWEY] [25] _Psychology_, vol. II. p. 342. [/DEWEY] |
Chapter - EMPIRICAL AND SCIENTIFIC THINKING ( § 2. _Scientific Method_ ) [DEWEY](_c_) The change of attitude from conservative reliance upon the past, upon routine and custom, to faith in progress through the intelligent regulation of existing conditions, is, of course, the reflex of the scientific method of experiment... |
Chapter - EMPIRICAL AND SCIENTIFIC THINKING ( § 2. _Scientific Method_ ) [DEWEY]Ordinary experience is controlled largely by the direct strength and intensity of various occurrences. What is bright, sudden, loud, secures notice and is given a conspicuous rating. What is dim, feeble, and continuous gets ignored, or is r... |
Chapter - EMPIRICAL AND SCIENTIFIC THINKING ( § 2. _Scientific Method_ ) [DEWEY]Consider the following quotation: "When it first occurred to a reflecting mind that moving water had a property identical with human or brute force, namely, the property of setting other masses in motion, overcoming inertia and resistance,-... |
Chapter - EMPIRICAL AND SCIENTIFIC THINKING ( § 2. _Scientific Method_ ) [DEWEY] [26] Bain, _The Senses and Intellect_, third American ed., 1879, p. 492 (italics not in original). [/DEWEY] |
Chapter - EMPIRICAL AND SCIENTIFIC THINKING ( § 2. _Scientific Method_ ) [DEWEY]If we add to these obvious sensory features the various social customs and expectations which fix the attitude of the individual, the evil of the subjection of free and fertile suggestion to empirical considerations becomes clear. A certain... |
Chapter - EMPIRICAL AND SCIENTIFIC THINKING ( § 2. _Scientific Method_ ) [DEWEY]In short, the term _experience_ may be interpreted either with reference to the _empirical_ or the _experimental_ attitude of mind. Experience is not a rigid and closed thing; it is vital, and hence growing. When dominated by the past, by c... |
Chapter - EMPIRICAL AND SCIENTIFIC THINKING ( § 2. _Scientific Method_ ) [DEWEY] PART THREE: THE TRAINING OF THOUGHT [/DEWEY] |
Chapter - ACTIVITY AND THE TRAINING OF THOUGHT ( § 1. _The Early Stage of Activity_ ) [DEWEY]The sight of a baby often calls out the question: "What do you suppose he is thinking about?" By the nature of the case, the question is unanswerable in detail; but, also by the nature of the case, we may be sure about a baby's... |
Chapter - ACTIVITY AND THE TRAINING OF THOUGHT ( § 1. _The Early Stage of Activity_ ) [DEWEY]Since mastery of the bodily organs is necessary for all later developments, such problems are both interesting and important, and solving them supplies a very genuine training of thinking power. The joy the child shows in learn... |
Chapter - ACTIVITY AND THE TRAINING OF THOUGHT ( § 1. _The Early Stage of Activity_ ) [DEWEY]Although in the early months the child is mainly occupied in learning to use his body to accommodate himself to physical conditions in a comfortable way and to use things skillfully and effectively, yet social adjustments are v... |
Chapter - ACTIVITY AND THE TRAINING OF THOUGHT ( § 1. _The Early Stage of Activity_ ) [DEWEY]Imitation is one (though only one, see p. 47) of the means by which the activities of adults supply stimuli which are so interesting, so varied, so complex, and so novel, as to occasion a rapid progress of thought. Mere imitati... |
Chapter - ACTIVITY AND THE TRAINING OF THOUGHT ( § 2. _Play, Work, and Allied Forms of Activity_ ) [DEWEY]When things become signs, when they gain a representative capacity as standing for other things, play is transformed from mere physical exuberance into an activity involving a mental factor. A little girl who had b... |
Chapter - ACTIVITY AND THE TRAINING OF THOUGHT ( § 2. _Play, Work, and Allied Forms of Activity_ ) [DEWEY]_Playfulness_ is a more important consideration than play. The former is an attitude of mind; the latter is a passing outward manifestation of this attitude. When things are treated simply as vehicles of suggestion... |
Chapter - ACTIVITY AND THE TRAINING OF THOUGHT ( § 2. _Play, Work, and Allied Forms of Activity_ ) [DEWEY]What is work--work not as mere external performance, but as attitude of mind? It signifies that the person is not content longer to accept and to act upon the meanings that things suggest, but demands congruity of ... |
Chapter - ACTIVITY AND THE TRAINING OF THOUGHT ( § 2. _Play, Work, and Allied Forms of Activity_ ) [DEWEY]The dictionary does not permit us to call such activities work. Nevertheless, they represent a genuine passage of play into work. For work (as a mental attitude, not as mere external performance) _means interest in... |
Chapter - ACTIVITY AND THE TRAINING OF THOUGHT ( § 2. _Play, Work, and Allied Forms of Activity_ ) [DEWEY]The point of this distinction between play and work may be cleared up by comparing it with a more usual way of stating the difference. In play activity, it is said, the interest is in the activity for its own sake;... |
Chapter - ACTIVITY AND THE TRAINING OF THOUGHT ( § 2. _Play, Work, and Allied Forms of Activity_ ) [DEWEY]Were it not that the false theory of the relation of the play and the work attitudes has been connected with unfortunate modes of school practice, insistence upon a truer view might seem an unnecessary refinement. ... |
Chapter - ACTIVITY AND THE TRAINING OF THOUGHT ( § 2. _Play, Work, and Allied Forms of Activity_ ) [DEWEY]There comes a time when children must extend and make more exact their acquaintance with existing things; must conceive ends and consequences with sufficient definiteness to guide their actions by them, and must ac... |
Chapter - ACTIVITY AND THE TRAINING OF THOUGHT ( § 2. _Play, Work, and Allied Forms of Activity_ ) [DEWEY]The sharp opposition of play and work is usually associated with false notions of utility and imagination. Activity that is directed upon matters of home and neighborhood interest is depreciated as merely utilitari... |
Chapter - ACTIVITY AND THE TRAINING OF THOUGHT ( § 2. _Play, Work, and Allied Forms of Activity_ ) [DEWEY]There are several fallacies in this way of thinking. (_a_) The healthy imagination deals not with the unreal, but with the mental realization of what is suggested. Its exercise is not a flight into the purely fanci... |
Chapter - ACTIVITY AND THE TRAINING OF THOUGHT ( § 2. _Play, Work, and Allied Forms of Activity_ ) [DEWEY](_b_) Educators sometimes think children are reacting to a great moral or spiritual truth when the children's reactions are largely physical and sensational. Children have great powers of dramatic simulation, and t... |
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