Hence it is nonsense to talk about the aim of
education--or any other undertaking--where conditions do not
permit of foresight of results, and do not stimulate a person to
look ahead to see what the outcome of a given activity is to be.
In the next place the aim as a foreseen end gives direction to
the activity; it is not an idle view of a mere spectator, but
influences the steps taken to reach the end. The foresight
functions in three ways. In the first place, it involves careful
observation of the given conditions to see what are the means
available for reaching the end, and to discover the hindrances in
the way. In the second place, it suggests the proper order or
sequence in the use of means. It facilitates an economical
selection and arrangement. In the third place, it makes choice
of alternatives possible. If we can predict the outcome of
acting this way or that, we can then compare the value of the two
courses of action; we can pass judgment upon their relative
desirability. If we know that stagnant water breeds mosquitoes
and that they are likely to carry disease, we can, disliking that
anticipated result, take steps to avert it. Since we do not
anticipate results as mere intellectual onlookers, but as persons
concerned in the outcome, we are partakers in the process which
produces the result. We intervene to bring about this result or
that.
Of course these three points are closely connected with one
another.
Pages:
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176