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Dewey, John, 1859-1952

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


It is the extent and accuracy of steps three and four which mark
off a distinctive reflective experience from one on the trial and
error plane. They make thinking itself into an experience.
Nevertheless, we never get wholly beyond the trial and error
situation. Our most elaborate and rationally consistent thought
has to be tried in the world and thereby tried out. And since it
can never take into account all the connections, it can never
cover with perfect accuracy all the consequences. Yet a
thoughtful survey of conditions is so careful, and the guessing
at results so controlled, that we have a right to mark off the
reflective experience from the grosser trial and error forms of
action.
Summary. In determining the place of thinking in experience we
first noted that experience involves a connection of doing or
trying with something which is undergone in consequence. A
separation of the active doing phase from the passive undergoing
phase destroys the vital meaning of an experience. Thinking is
the accurate and deliberate instituting of connections between
what is done and its consequences. It notes not only that they
are connected, but the details of the connection. It makes
connecting links explicit in the form of relationships. The
stimulus to thinking is found when we wish to determine the
significance of some act, performed or to be performed. Then we
anticipate consequences.


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