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Dewey, John, 1859-1952

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

On the other hand, the doctrine of
following nature was a political dogma. It meant a rebellion
against existing social institutions, customs, and ideals (See
ante, p. 91). Rousseau's statement that everything is good as
it comes from the hands of the Creator has its signification only
in its contrast with the concluding part of the same sentence:
"Everything degenerates in the hands of man." And again he says:
"Natural man has an absolute value; he is a numerical unit, a
complete integer and has no relation save to himself and to his
fellow man. Civilized man is only a relative unit, the numerator
of a fraction whose value depends upon its dominator, its
relation to the integral body of society. Good political
institutions are those which make a man unnatural." It is upon
this conception of the artificial and harmful character of
organized social life as it now exists 2 that he rested the
notion that nature not merely furnishes prime forces which
initiate growth but also its plan and goal. That evil
institutions and customs work almost automatically to give a
wrong education which the most careful schooling cannot offset is
true enough; but the conclusion is not to education apart from
the environment, but to provide an environment in which native
powers will be put to better uses.
2. Social Efficiency as Aim. A conception which made nature
supply the end of a true education and society the end of an evil
one, could hardly fail to call out a protest.


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