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Dewey, John, 1859-1952

"Democracy and Education: an introduction to the philosophy of education"

There is, in this case, no common
consequence to which the several acts are referred, and hence no
genuine intercourse or association, in spite of juxtaposition,
and in spite of the fact that their respective doings contribute
to a single outcome. But if each views the consequences of his
own acts as having a bearing upon what others are doing and takes
into account the consequences of their behavior upon himself,
then there is a common mind; a common intent in behavior. There
is an understanding set up between the different contributors;
and this common understanding controls the action of each.
Suppose that conditions were so arranged that one person
automatically caught a ball and then threw it to another person
who caught and automatically returned it; and that each so acted
without knowing where the ball came from or went to. Clearly,
such action would be without point or meaning. It might be
physically controlled, but it would not be socially directed.
But suppose that each becomes aware of what the other is doing,
and becomes interested in the other's action and thereby
interested in what he is doing himself as connected with the
action of the other. The behavior of each would then be
intelligent; and socially intelligent and guided. Take one more
example of a less imaginary kind. An infant is hungry, and cries
while food is prepared in his presence. If he does not connect
his own state with what others are doing, nor what they are doing
with his own satisfaction, he simply reacts with increasing
impatience to his own increasing discomfort.


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