Prev | Current Page 165 | Next

Dewey, John, 1859-1952

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

We can definitely foresee results only as we make
careful scrutiny of present conditions, and the importance of the
outcome supplies the motive for observations. The more adequate
our observations, the more varied is the scene of conditions and
obstructions that presents itself, and the more numerous are the
alternatives between which choice may be made. In turn, the more
numerous the recognized possibilities of the situation, or
alternatives of action, the more meaning does the chosen activity
possess, and the more flexibly controllable is it. Where only a
single outcome has been thought of, the mind has nothing else to
think of; the meaning attaching to the act is limited. One only
steams ahead toward the mark. Sometimes such a narrow course may
be effective. But if unexpected difficulties offer themselves,
one has not as many resources at command as if he had chosen the
same line of action after a broader survey of the possibilities
of the field. He cannot make needed readjustments readily.
The net conclusion is that acting with an aim is all one with
acting intelligently. To foresee a terminus of an act is to have
a basis upon which to observe, to select, and to order objects
and our own capacities. To do these things means to have a mind
-- for mind is precisely intentional purposeful activity
controlled by perception of facts and their relationships to one
another. To have a mind to do a thing is to foresee a future
possibility; it is to have a plan for its accomplishment; it is
to note the means which make the plan capable of execution and
the obstructions in the way, -- or, if it is really a mind to do
the thing and not a vague aspiration -- it is to have a plan
which takes account of resources and difficulties.


Pages:
153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177