The Logic of Thought. Джон Дьюи

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СКАЧАТЬ means by it, how it bears upon the facts at hand, and how the facts bear upon it. Unless the pupil is made responsible for developing on his own account the reasonableness of the guess he puts forth, the recitation counts for practically nothing in the training of reasoning power. A clever teacher easily acquires great skill in dropping out the inept and senseless contributions of pupils, and in selecting and emphasizing those in line with the result he wishes to reach. But this method (sometimes called "suggestive questioning") relieves the pupils of intellectual responsibility, save for acrobatic agility in following the teacher's lead.

      The necessity for mental leisure

      (ii) The working over of a vague and more or less casual idea into coherent and definite form is impossible without a pause, without freedom from distraction. We say "Stop and think"; well, all reflection involves, at some point, stopping external observations and reactions so that an idea may mature. Meditation, withdrawal or abstraction from clamorous assailants of the senses and from demands for overt action, is as necessary at the reasoning stage, as are observation and experiment at other periods. The metaphors of digestion and assimilation, that so readily occur to mind in connection with rational elaboration, are highly instructive. A silent, uninterrupted working-over of considerations by comparing and weighing alternative suggestions, is indispensable for the development of coherent and compact conclusions. Reasoning is no more akin to disputing or arguing, or to the abrupt seizing and dropping of suggestions, than digestion is to a noisy champing of the jaws. The teacher must secure opportunity for leisurely mental digestion.

      A typical central object necessary

      (iii) In the process of comparison, the teacher must avert the distraction that ensues from putting before the mind a number of facts on the same level of importance. Since attention is selective, some one object normally claims thought and furnishes the center of departure and reference. This fact is fatal to the success of the pedagogical methods that endeavor to conduct comparison on the basis of putting before the mind a row of objects of equal importance. In comparing, the mind does not naturally begin with objects a, b, c, d, and try to find the respect in which they agree. It begins with a single object or situation more or less vague and inchoate in meaning, and makes excursions to other objects in order to render understanding of the central object consistent and clear. The mere multiplication of objects of comparison is adverse to successful reasoning. Each fact brought within the field of comparison should clear up some obscure feature or extend some fragmentary trait of the primary object.

      Importance of types

      In short, pains should be taken to see that the object on which thought centers is typical: material being typical when, although individual or specific, it is such as readily and fruitfully suggests the principles of an entire class of facts. No sane person begins to think about rivers wholesale or at large. He begins with the one river that has presented some puzzling trait. Then he studies other rivers to get light upon the baffling features of this one, and at the same time he employs the characteristic traits of his original object to reduce to order the multifarious details that appear in connection with other rivers. This working back and forth preserves unity of meaning, while protecting it from monotony and narrowness. Contrast, unlikeness, throws significant features into relief, and these become instruments for binding together into an organized or coherent meaning dissimilar characters. The mind is defended against the deadening influence of many isolated particulars and also against the barrenness of a merely formal principle. Particular cases and properties supply emphasis and concreteness; general principles convert the particulars into a single system.

      All insight into meaning effects generalization

      (iv) Hence generalization is not a separate and single act; it is rather a constant tendency and function of the entire discussion or recitation. Every step forward toward an idea that comprehends, that explains, that unites what was isolated and therefore puzzling, generalizes. The little child generalizes as truly as the adolescent or adult, even though he does not arrive at the same generalities. If he is studying a river basin, his knowledge is generalized in so far as the various details that he apprehends are found to be the effects of a single force, as that of water pushing downward from gravity, or are seen to be successive stages of a single history of formation. Even if there were acquaintance with only one river, knowledge of it under such conditions would be generalized knowledge.

      Insight into meaning requires formulation

      The factor of formulation, of conscious stating, involved in generalization, should also be a constant function, not a single formal act. Definition means essentially the growth of a meaning out of vagueness into definiteness. Such final verbal definition as takes place should be only the culmination of a steady growth in distinctness. In the reaction against ready-made verbal definitions and rules, the pendulum should never swing to the opposite extreme, that of neglecting to summarize the net meaning that emerges from dealing with particular facts. Only as general summaries are made from time to time does the mind reach a conclusion or a resting place; and only as conclusions are reached is there an intellectual deposit available in future understanding.

      Generalization means capacity for application to the new

      III. As the last words indicate, application and generalization lie close together. Mechanical skill for further use may be achieved without any explicit recognition of a principle; nay, in routine and narrow technical matters, conscious formulation may be a hindrance. But without recognition of a principle, without generalization, the power gained cannot be transferred to new and dissimilar matters. The inherent significance of generalization is that it frees a meaning from local restrictions; rather, generalization is meaning so freed; it is meaning emancipated from accidental features so as to be available in new cases. The surest test for detecting a spurious generalization (a statement general in verbal form but not accompanied by discernment of meaning), is the failure of the so-called principle spontaneously to extend itself. The essence of the general is application. (Ante, p. 29.)

      Fossilized versus flexible principles

      The true purpose of exercises that apply rules and principles is, then, not so much to drive or drill them in as to give adequate insight into an idea or principle. To treat application as a separate final step is disastrous. In every judgment some meaning is employed as a basis for estimating and interpreting some fact; by this application the meaning is itself enlarged and tested. When the general meaning is regarded as complete in itself, application is treated as an external, non-intellectual use to which, for practical purposes alone, it is advisable to put the meaning. The principle is one self-contained thing; its use is another and independent thing. When this divorce occurs, principles become fossilized and rigid; they lose their inherent vitality, their self-impelling power.

      Self-application a mark of genuine principles

      A true conception is a moving idea, and it seeks outlet, or application to the interpretation of particulars and the guidance of action, as naturally as water runs downhill. In fine, just as reflective thought requires particular facts of observation and events of action for its origination, so it also requires particular facts and deeds for its own consummation. "Glittering generalities" are inert because they are spurious. Application is as much an intrinsic part of genuine reflective inquiry as is alert observation or reasoning itself. Truly general principles tend to apply themselves. The teacher needs, indeed, to supply conditions favorable to use and exercise; but something is wrong when artificial tasks have arbitrarily to be invented in order to secure application for principles.

      Chapter Sixteen

       Some General Conclusions

       Table of Contents

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