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Dewey, John, 1859-1952

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

In
neither case is it intelligent. To be vague and uncertain as to
what is intended and careless in observation of conditions of its
realization is to be, in that degree, stupid or partially
intelligent.
If we recur to the case where mind is not concerned with the
physical manipulation of the instruments but with what one
intends to write, the case is the same. There is an activity in
process; one is taken up with the development of a theme. Unless
one writes as a phonograph talks, this means intelligence;
namely, alertness in foreseeing the various conclusions to which
present data and considerations are tending, together with
continually renewed observation and recollection to get hold of
the subject matter which bears upon the conclusions to be
reached. The whole attitude is one of concern with what is to
be, and with what is so far as the latter enters into the
movement toward the end. Leave out the direction which depends
upon foresight of possible future results, and there is no
intelligence in present behavior. Let there be imaginative
forecast but no attention to the conditions upon which its
attainment depends, and there is self-deception or idle
dreaming -- abortive intelligence.
If this illustration is typical, mind is not a name for something
complete by itself; it is a name for a course of action in so far
as that is intelligently directed; in so far, that is to say, as
aims, ends, enter into it, with selection of means to further the
attainment of aims.


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