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Dewey, John, 1859-1952

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

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. Now in any social group whatever, even in a gang of
thieves, we find some interest held in common, and we find a
certain amount of interaction and cooperative intercourse with
other groups. From these two traits we derive our standard. How
numerous and varied are the interests which are consciously
shared? How full and free is the interplay with other forms of
association? If we apply these considerations to, say, a criminal
band, we find that the ties which consciously hold the members
together are few in number, reducible almost to a common interest
in plunder; and that they are of such a nature as to isolate the
group from other groups with respect to give and take of the
values of life. Hence, the education such a society gives is
partial and distorted. If we take, on the other hand, the kind
of family life which illustrates the standard, we find that there
are material, intellectual, aesthetic interests in which all
participate and that the progress of one member has worth for the
experience of other members -- it is readily communicable -- and
that the family is not an isolated whole, but enters intimately
into relationships with business groups, with schools, with all
the agencies of culture, as well as with other similar groups,
and that it plays a due part in the political organization and in
return receives support from it.


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