Education has no more serious
responsibility than making adequate provision for enjoyment of
recreative leisure; not only for the sake of immediate health,
but still more if possible for the sake of its lasting effect
upon habits of mind. Art is again the answer to this demand.
Summary. In the previous chapter we found that the primary
subject matter of knowing is that contained in learning how to do
things of a fairly direct sort. The educational equivalent of
this principle is the consistent use of simple occupations which
appeal to the powers of youth and which typify general modes of
social activity. Skill and information about materials, tools,
and laws of energy are acquired while activities are carried on
for their own sake. The fact that they are socially
representative gives a quality to the skill and knowledge gained
which makes them transferable to out-of-school situations.
It is important not to confuse the psychological distinction
between play and work with the economic distinction.
Psychologically, the defining characteristic of play is not
amusement nor aimlessness. It is the fact that the aim is
thought of as more activity in the same line, without defining
continuity of action in reference to results produced.
Activities as they grow more complicated gain added meaning by
greater attention to specific results achieved. Thus they pass
gradually into work. Both are equally free and intrinsically
motivated, apart from false economic conditions which tend to
make play into idle excitement for the well to do, and work into
uncongenial labor for the poor.
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