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Dewey, John, 1859-1952

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

No doubt, a very
acute and intense intelligence in these narrow lines can be
developed, but the failure to take into account the significant
social factors means none the less an absence of mind, and a
corresponding distortion of emotional life. II. This
illustration (whose point is to be extended to all associations
lacking reciprocity of interest) brings us to our second point.
The isolation and exclusiveness of a gang or clique brings its
antisocial spirit into relief. But this same spirit is found
wherever one group has interests "of its own" which shut it out
from full interaction with other groups, so that its prevailing
purpose is the protection of what it has got, instead of
reorganization and progress through wider relationships. It
marks nations in their isolation from one another; families which
seclude their domestic concerns as if they had no connection with
a larger life; schools when separated from the interest of home
and community; the divisions of rich and poor; learned and
unlearned. The essential point is that isolation makes for
rigidity and formal institutionalizing of life, for static and
selfish ideals within the group. That savage tribes regard
aliens and enemies as synonymous is not accidental. It springs
from the fact that they have identified their experience with
rigid adherence to their past customs. On such a basis it is
wholly logical to fear intercourse with others, for such contact
might dissolve custom.


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