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Dewey, John, 1859-1952

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

When
they begin to act, the disagreeable results they ignored begin to
show themselves. They are discouraged, or complain of being
thwarted in their good purpose by a hard fate, and shift to some
other line of action. That the primary difference between strong
and feeble volition is intellectual, consisting in the degree of
persistent firmness and fullness with which consequences are
thought out, cannot be over-emphasized.
(ii) There is, of course, such a thing as a speculative tracing
out of results. Ends are then foreseen, but they do not lay deep
hold of a person. They are something to look at and for
curiosity to play with rather than something to achieve. There
is no such thing as over-intellectuality, but there is such a
thing as a one-sided intellectuality. A person "takes it out" as
we say in considering the consequences of proposed lines of
action. A certain flabbiness of fiber prevents the contemplated
object from gripping him and engaging him in action. And most
persons are naturally diverted from a proposed course of action
by unusual, unforeseen obstacles, or by presentation of
inducements to an action that is directly more agreeable.
A person who is trained to consider his actions, to undertake
them deliberately, is in so far forth disciplined. Add to this
ability a power to endure in an intelligently chosen course in
face of distraction, confusion, and difficulty, and you have the
essence of discipline.


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