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Dewey, John, 1859-1952

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


The failure arises in supposing that relationships can become
perceptible without experience -- without that conjoint trying
and undergoing of which we have spoken. It is assumed that
"mind" can grasp them if it will only give attention, and that
this attention may be given at will irrespective of the
situation. Hence the deluge of half-observations, of verbal
ideas, and unassimilated "knowledge" which afflicts the world.
An ounce of experience is better than a ton of theory simply
because it is only in experience that any theory has vital and
verifiable significance. An experience, a very humble
experience, is capable of generating and carrying any amount of
theory (or intellectual content), but a theory apart from an
experience cannot be definitely grasped even as theory. It tends
to become a mere verbal formula, a set of catchwords used to
render thinking, or genuine theorizing, unnecessary and
impossible. Because of our education we use words, thinking they
are ideas, to dispose of questions, the disposal being in reality
simply such an obscuring of perception as prevents us from seeing
any longer the difficulty.
2. Reflection in Experience. Thought or reflection, as we have
already seen virtually if not explicitly, is the discernment of
the relation between what we try to do and what happens in
consequence. No experience having a meaning is possible without
some element of thought.


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