The Schools of Utopia & Schools of To-morrow (Illustrated). Джон Дьюи

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      “We know nothing of childhood, and with our mistaken notions of it the further we go in education the more we go astray. The wisest writers devote themselves to what a man ought to know without asking what a child is capable of learning.” These sentences are typical of the “Émile” of Rousseau. He insists that existing education is bad because parents and teachers are always thinking of the accomplishments of adults, and that all reform depends upon centering attention upon the powers and weaknesses of children. Rousseau said, as well as did, many foolish things. But his insistence that education be based upon the native capacities of those to be taught and upon the need of studying children in order to discover what these native powers are, sounded the key-note of all modern efforts for educational progress. It meant that education is not something to be forced upon children and youth from without, but is the growth of capacities with which human beings are endowed at birth. From this conception flow the various considerations which educational reformers since his day have most emphasized.

      It calls attention, in the first place, to a fact which professional educators are always forgetting: What is learned in school is at the best only a small part of education, a relatively superficial part; and yet what is learned in school makes artificial distinctions in society and marks persons off from one another. Consequently we exaggerate school learning compared with what is gained in the ordinary course of living. We are, however, to correct this exaggeration, not by despising school learning, but by looking into that extensive and more efficient training given by the ordinary course of events for light upon the best ways of teaching within school walls. The first years of learning proceed rapidly and securely before children go to school, because that learning is so closely related with the motives that are furnished by their own powers and the needs that are dictated by their own conditions. Rousseau was almost the first to see that learning is a matter of necessity; it is a part of the process of self-preservation and of growth. If we want, then, to find out how education takes place most successfully, let us go to the experiences of children where learning is a necessity, and not to the practices of the schools where it is largely an adornment, a superfluity and even an unwelcome imposition.

      But schools are always proceeding in a direction opposed to this principle. They take the accumulated learning of adults, material that is quite unrelated to the exigencies of growth, and try to force it upon children, instead of finding out what these children need as they go along. “A man must indeed know many things which seem useless to a child. Must the child learn, can he learn, all that the man must know? Try to teach a child what is of use to him as a child, and you will find that it takes all his time. Why urge him to the studies of an age he may never reach, to the neglect of those studies which meet his present needs? But, you ask, will it not be too late to learn what he ought to know when the time comes to use it? I cannot tell. But this I know; it is impossible to teach it sooner, for our real teachers are experience and emotion, and adult man will never learn what befits him except under his own conditions. A child knows he must become a man; all the ideas he may have as to man’s estate are so many opportunities for his instruction, but he should remain in complete ignorance of those ideas that are beyond his grasp. My whole book is one continued argument in support of this fundamental principle of education.”

      Probably the greatest and commonest mistake that we all make is to forget that learning is a necessary incident of dealing with real situations. We even go so far as to assume that the mind is naturally averse to learning—which is like assuming that the digestive organs are averse to food and have either to be coaxed or bullied into having anything to do with it. Existing methods of instruction give plenty of evidence in support of a belief that minds are opposed to learning—to their own exercise. We fail to see that such aversion is in reality a condemnation of our methods; a sign that we are presenting material for which the mind in its existing state of growth has no need, or else presenting it in such ways as to cover up the real need. Let us go further. We say only an adult can really learn the things needed by the adult. Surely the adult is much more likely to learn the things befitting him when his hunger for learning has been kept alive continuously than after a premature diet of adult nutriment has deadened desire to know. We are of little faith and slow to believe. We are continually uneasy about the things we adults know, and are afraid the child will never learn them unless they are drilled into him by instruction before he has any intellectual or practical use for them. If we could really believe that attending to the needs of present growth would keep the child and teacher alike busy, and would also provide the best possible guarantee of the learning needed in the future, transformation of educational ideals might soon be accomplished, and other desirable changes would largely take care of themselves.

      It is no wonder, then, that Rousseau preaches the necessity of being willing to lose time. “The greatest, the most important, the most useful rule of education is: Do not save time, but lose it. If the infant sprang at one bound from its mother’s breast to the age of reason, the present education would be quite suitable; but its natural growth calls for quite a different training.” And he says, again, “The whole of our present method is cruel, for it consists in sacrificing the present to the remote and uncertain future. I hear from afar the shouts of the false wisdom that is ever dragging us on, counting the present as nothing, and breathlessly pursuing a future that flies as we pursue; a false wisdom that takes us away from the only place we ever have and never takes us anywhere else.”

      In short, if education is the proper growth of tendencies and powers, attention to the process of growing in the particular form in which it goes on from day to day is the only way of making secure the accomplishments of adult life. Maturity is the result of the slow growth of powers. Ripening takes time; it cannot be hurried without harm. The very meaning of childhood is that it is the time of growth, of developing. To despise the powers and needs of childhood, in behalf of the attainments of adult life, is therefore suicidal. Hence “Hold childhood in reverence, and do not be in any hurry to judge it for good or ill. Give nature time to work before you take upon yourself her business, lest you interfere with her dealings. You assert that you know the value of time and are afraid to waste it. You fail to perceive that it is a greater waste of time to use it ill than to do nothing, and that a child ill taught is further from excellence than a child who has learned nothing at all. You are afraid to see him spending his early years doing nothing. What! Is it nothing to be happy, nothing to jump and run all day? He will never be so busy again all his life long.... What would you think of a man who refused to sleep lest he should waste part of his life?” Reverence for childhood is identical with reverence for the needs and opportunities of growth. Our tragic error is that we are so anxious for the results of growth that we neglect the process of growing. “Nature would have children be children before they are men. If we try to invert this order we shall produce a forced fruit, immature and flavorless, fruit that rots before it can ripen.... Childhood has its own ways of thinking, seeing, and feeling.”

      Physical growth is not identical with mental growth but the two coincide in time, and normally the latter is impossible without the former. If we have reverence for childhood, our first specific rule is to make sure of a healthy bodily development. Even apart from its intrinsic value as a source of efficient action and of happiness, the proper development of the mind directly depends upon the proper use of the muscles and the senses. The organs of action and of reception are indispensable for getting into relation with the materials of knowledge. The child’s first business is self-preservation. This does not mean barely keeping himself alive, but preservation of himself as a growing, developing being. Consequently, the activities of a child are not so aimless as they seem to adults, but are the means by which he becomes acquainted with his world and by which he also learns the use and limits of his own powers. The constant restless activities of children seem senseless to grown-up people, simply because grown-up people have got used to the world around them and hence do not feel the need of continual experimentation. But when they are irritated by the ceaseless movements of a child and try to reduce him to a state of quiescence, they both interfere with the child’s happiness and health, and cut him off from his chief means of real knowledge. Many investigators have seen how a sound bodily state is a negative condition of normal mental development; but Rousseau anticipated our present psychology as to the extent in which the СКАЧАТЬ