Democracy and Education

“A possibility of continuing progress is opened up by the fact that in learning one act, methods are developed good for use in other situations. Still more important is the fact that the human being acquires a habit of learning. He learns to learn.”

“With respect to the development of powers devoted to coping with specific scientific and economic problems we may say that the child should be growing in manhood. With respect to sympathetic curiosity, unbiased responsiveness, and openness of mind, we may say that the adult should be growing in childlikeness.”

“We thus reach a technical definition of education: It is that reconstruction or reorganization of experience which adds to the meaning of experience, and which increases ability to direct the course of subsequent experience.1) The increment of meaning corresponds to the increased perception of connections and continuities of the activities in which we are engaged.”

“We have now to make explicit the differences in the spirit, material, and method of education as it operates in different types of community life.To say that education is a social function, securing direction and development in the immature through their participation in the life of the group to which they belong, is to say in effect that education will vary with the quality of life which prevails in a group.”

“Society is one word, but many things. Men associate together in all kinds of ways and for all kinds of purposes. One man is concerned in a multitude of diverse groups, in which his associates may be quite different. It often seems as if they had nothing in common except that they are modes of associated life.”

“Any education given by a group tends to socialize its members, but the quality and the value of the socialization depends upon the habits and aims of the group. Hence, once more, the need of a measure for the worth of any given mode of social life.”

“Family life may be marked by exclusiveness,suspicion, and jealousy as to those without, and yet be a model of amity and mutual aid within. Any education given by a group tends to socialize its members, but the quality and value of the socialization depends on the habits and aims of the group.”

“Particularly it is true that a society which not only changes but which has the ideal of such change as will improve it, will have different standards and methods of education from one [society] which aims simply at the perpetuation of its own customs.”

“These qualities which accompany this unity, praiseworthy community of purpose and welfare, loyalty to public ends, mutuality of sympathy, are emphasized. But when we look at the facts which the term denotes instead of confiding our attention to the intrinsic connotation, we find not unity, but plurality of societies, both good and bad.”

“Even the alleged benefits of war, so far as more than alleged, spring from the fact that conflict of peoples at least enforces intercourse between them and thus accidentally enables them to learn from one another, and thereby to expand their horizons. Travel, economic and commercial tendencies, have at present gone far to break down external barriers; to bring peoples and classes into closer and more perceptible connection with one another.”

“We cannot set up, out of our heads, something we regard as an ideal society. We must base our conception upon societies which actually exist, in order to have any assurance that our ideal is a practicable one. But, as we have just seen, the ideal cannot simply repeat the traits which are actually found. The problem is to extract the desirable traits of forms of community life which actually exist, and employ them to criticize undesirable features and suggest improvement.”

“The "State" was substituted for humanity; cosmopolitan gave way to nationalism. To form the citizen, not the "man," became the aim of education.”

“Even the alleged benefits of war, so far as more than alleged, spring from the fact that conflict of peoples at least enforces intercourse between them and thus accidentally enables them to learn from one another. Travel, economic and commercial tendencies, have at present gone far to break down external barriers; to bring peoples and classes into closer and more perceptible connection with one another.”

“A democracy is more than a form of government; it is primarily a mode of associated living, of conjoint communicated experience.”

“While [Plato] affirmed with emphasis that the place of the individual in society should not be determined by birth or wealth or any conventional status, but by his own nature as discovered in the process of education, he had no perception of the uniqueness of individuals. For him they fall by nature into classes, and into a very small number of classes at that.”

“But progress in knowledge has made us aware of the superficiality of Plato's lumping of individuals and their original powers into a few sharply marked-off classes; it has taught us that original capacities are indefinitely numerous and variable. It is but the other side of this fact to say that in the degree in which society has become democratic, social organization means utilization of the specific and variable qualities of individuals, not stratification by classes.”

“Education Proceeds ultimately from the patterns furnished by institutions, customs, and laws"- If the patterns of institutions, customs, and laws are broken for this philosophy education should fix itself. There should be several different things taught instead of one "Supreme Factor.”

“To insist that mind is originally passive and empty was one way of glorifying te possibilities of education. If the mind was a wax tablet to be written upon by objects, there were no limits to the possibility of education by means of the natural environment. And since the natural world of objects is a scene of harmonious "truth," this the education would infallibly produce minds filled with the truth.”

“The first step in freeing men from external chains was to emancipate them from the internal chains of false beliefs and ideals.”

“Each generation is inclined to educate its young so as to get along in the present world instead of with a view to the proper end of education: the promotion of the best possible realization of humanity as humanity. Parents educate their children so that they may get on; princes educate their subjects as instruments of their own purpose.”

“The ideal may seem remote of execution, but the democratic ideal of education is a farcical yet tragic delusion except as the ideal more and more dominates our public system of education.”

“A society which makes provision for participation in its good of all its members on equal terms and which secures flexible readjustment of its institutions through interaction of the different forms of associated life is in so far democratic. Such a society must have a type of education which gives individuals a personal interest in social relationships and control, and the habits of mind which secure social changes without introducing disorder.”

“But even Pestalozzi saw that any effective pursuit of the new educational ideal required the support of the state. The realization of the new education destined to produce a new society was, after all, dependent upon the activities of existing states. The movement for the democratic idea inevitably became a movement for publicly conducted and administered schools.”

“The conception of education as a social process and function has no definite meaning until we define the kind of society we have in mind.”

“One of the fundamental problems of education in and for a democratic society is set by the conflict of a nationalistic and a wider social aim.”

“Diversity of stimulation means novelty, and novelty means challenge to thought. The more activity is restricted to a few definite lines-as it is when there are rigid class lines preventing adequate interplay of experiences-the more action tends to become routine on the part of the class at a disadvantage, and capricious, aimless, and explosive on the part of the class having the materially fortunate position.”

“In order to have a large number of values in common, all the members of the group must have an equable opportunity, to receive and to take from others. There must be a large variety of shared undertakings and experiences. Otherwise, the influences which educate some into masters, educates others into slaves.”

“Nature offers simply the germs which education is to develop and perfect. The peculiarity of truly human life is that man has to create himself by his own voluntary efforts; he has to make himself a truly moral, rational, and free being. This creative effort is carried on by the educational activities of slow generations.”

“In order to have a large number of values in common, all the members of the group must have an equable opportunity to receive and to take from others. There must be a large variety of shared undertakings and experiences.”

“Men's fundamental attitudes toward the world are fixed by the scope and qualities of the activities in which they partake.”

“We sometimes talk as if "original research" were a peculiar prerogative of scientists or at least of advanced students. But all thinking is research, and all research is native, original, with him who carries it on, even if everybody else in the world already is sure of what he is still looking for.”

“It may be seriously questioned whether the philosophies... which isolate mind and set it over against the world did not have their origin in the fact that the reflective or theoretical class of men elaborated a large stock of ideas which social conditions did not allow them to act upon and test. Consequently men were thrown back into their own thoughts as ends in themselves.”

“Imposing an alleged uniform general method upon everybody breeds mediocrity in all but the very exceptional. And measuring originality by deviation from the mass breeds eccentricity in them.”

“Some attitudes may be named... which are central in effective intellectual ways of dealing with subject matter. Among the most important are directness, open-mindedness, single-mindedness (or whole-heartedness), and responsibility.”

“Partiality is, as we have seen, an accompaniment of the existence of interest, since this means sharing, partaking, taking sides in some movement. All the more reason, therefore, for an attitude of mind which actively welcomes suggestions and relevant information from all sides.”

“Probably the chief cause of devotion to rigidity of method is... that it seems to promise speedy, accurately measurable, correct results. The zeal for "answers" is the explanation of the zeal for rigid and mechanical methods.”

“Knowledge is humanistic in quality not because it is about human products in the past, but because of what it does in liberating human intelligence and human sympathy. Any subject matter which accomplishes this result is humane, and any subject matter which does not accomplish it is not even educational.”

“The premium so often put in schools upon external "discipline," and upon marks and rewards, upon promotion and keeping back, are the obverse of the lack of attention given to life situations in which the meaning of facts, ideas, principles, and problems is vitally brought home.”

“The imagination is the medium of appreciation in every field. The engagement of the imagination is the only thing that makes any activity more than mechanical. Unfortunately, it is too customary to identify the imaginative with the imaginary, rather than with a warm and intimate taking in of the full scope of a situation.”

“The difference between play and what is regarded as serious employment should be not a difference between the presence and absence of imagination, but a difference in the materials with which imagination is occupied.”

“The educative value of manual activities and of laboratory exercises, as well as of play, depends upon the extent in which they aid in bringing about a sensing of the meaning of what is going on. In effect, if not in name, they are dramatizations.”

“Since education is not a means to living, but is identical with the operation of living a life which is fruitful and inherently significant, the only ultimate value which can be set up is just the process of living itself. And this is not an end to which studies and activities are subordinate means; it is the whole of which they are ingredients.”

“Poetry has historically been allied with religion and morals; it has served the purpose of penetrating the mysterious depths of things. It has had an enormous patriotic value. Homer to the Greeks was a Bible, a textbook of morals, a history, and a national inspiration. In any case, it may be said that an education which does not succeed in making poetry a resource in the business of life as well as in its leisure, has something the matter with it — or else the poetry is artificial poetry.”

“Various epochs of the past have had their own characteristic struggles and interests. Each of these great epochs has left behind itself a kind of cultural deposit, like a geologic stratum. These deposits have found their way into educational institutions in the form of studies, distinct courses of study, distinct types of schools.”

“Every subject at some phase of its development should possess, what is for the individual concerned with it, an aesthetic quality.”

“The problem of education in a democratic society is to do away with ... dualism and to construct a course of studies which makes thought a guide of free practice for all and which makes leisure a reward of accepting responsibility for service, rather than a state of exemption from it.”

“Nature offers simply the germs which education is to develop and perfect.”

“The development of science has produced an industrial revolution which has brought different peoples in such close contact with one another through colonization and commerce that no matter how some nations may still look down upon others, no country can harbor the illusion that its career is decided wholly within itself.”

“When we consider the close connection between science and industrial development on the one hand, and between literary and aesthetic cultivation and an aristocratic social organization on the other, we get light on the opposition between technical scientific studies and refining literary studies. We have before us the need of overcoming this separation in education if society is to be truly democratic.”

“To find out what one is fitted to do, and to secure an opportunity to do it, is the key to happiness.”