John Dewey - Ultimate Collection: 40+ Works on Psychology, Education, Philosophy & Politics. Джон ДьюиЧитать онлайн книгу.
of to-morrow, we allow it just as little freedom as possible. Children in school must be allowed freedom so that they will know what its use means when they become the controlling body, and they must be allowed to develop active qualities of initiative, independence, and resourcefulness, before the abuses and failures of democracy will disappear.
The spread of the realization of this connection between democracy and education is perhaps the most interesting and significant phase of present educational tendencies. It accounts for the growing interest in popular education, and constitutes a strong reënforcement to the arguments of science and psychology for the changes which have been outlined. There is no doubt that the text-book method of education is well suited to that small group of children who by environment are placed above the necessity of engaging in practical life and who are at the same time interested in abstract ideas. But even for this type of person the system leaves great gaps in his grasp of knowledge; it gives no place to the part that action plays in the development of intelligence, and it trains along the lines of the natural inclinations of the student and does not develop the practical qualities which are usually weak in the abstract person. For the great majority whose interests are not abstract, and who have to pass their lives in some practical occupation, usually in actually working with their hands, a method of education is necessary which bridges the gap between the purely intellectual and theoretical sides of life and their own occupations. With the spread of the ideas of democracy, and the accompanying awakening to social problems, people are beginning to realize that every one, regardless of the class to which he happens to belong, has a right to demand an education which shall meet his own needs, and that for its own sake the State must supply this demand.
Until recently school education has met the needs of only one class of people, those who are interested in knowledge for its own sake, teachers, scholars, and research workers. The idea that training is necessary for the man who works with his hands is still so new that the schools are only just beginning to admit that control of the material things of life is knowledge at all. Until very recently schools have neglected the class of people who are numerically the largest and upon whom the whole world depends for its supply of necessities. One reason for this is the fact that democracy is a comparatively new thing in itself; and until its advent, the right of the majority, the very people who work with their hands, to supply any of their larger spiritual needs was never admitted. Their function, almost their reason for existence, was to take care of the material wants of the ruling classes.
Two great changes have occurred in the last century and a half which have altered men’s habits of living and of thinking. We have just seen how one of these, the growth of democratic ideals, demands a change in education. The other, the change that has come about through scientific discoveries, must also be reflected in the classroom. To piece together all one’s historical information into a rough picture of society before the discovery of the steam engine and of electricity, will hardly serve to delineate sufficiently the changes in the very fundamentals of society that these and similar discoveries have brought about. The one possibly most significant from the point of view of education is the incredible increase in the number of facts that must be part of the mental furniture of any one who meets even the ordinary situations of life successfully. They are so many that any attempt to teach them all from text-books in school hours would be simply ridiculous. But the schools instead of facing this frankly and then changing their curriculum so that they could teach pupils how to learn from the world itself, have gone on bravely teaching as many facts as possible. The changes made have been in the way of inventing schemes that would increase the consumption of facts. But the change that is demanded by science is a more radical one; and as far as it has been worked out at present it follows the general lines that have been suggested in this book. This includes, as the curricula of these different schools have shown, not alone teaching of the scientific laws that have brought about the changes in society since their discovery, but the substitution of real work which itself teaches the facts of life for the study and memorization of facts after they have been classified in books.
If schools are to recognize the needs of all classes of pupils, and give pupils a training that will insure their becoming successful and valuable citizens, they must give work that will not only make the pupils strong physically and morally and give them the right attitude towards the state and their neighbors, but that will as well give them enough control over their material environment to enable them to be economically independent. Preparation for the professions has always been taken care of; it is, as we have seen, the future of the worker in industry which has been neglected. The complications of modern industry due to scientific discoveries make it necessary for the worker who aspires to real success to have a good foundation of general education on which to build his technical skill, and the complications of human nature make it equally necessary that the beginner shall find his way into work that is suited to his tastes and abilities. A discussion of general educational principles is concerned only with industrial or vocational education which supplies these two needs. The questions of specific trade and professional training fall wholly outside the scope of this book. However, certain facts connected with the movement to push industrial training in its narrower sense have a direct bearing on the larger question. For there is great danger just at present that, as the work spreads, the really educative type of work that is being done in Gary and Chicago may be overlooked in favor of trade training.
The attention of influential citizens is more easily focused on the need of skilled workers than on that of a general educational readjustment. The former is brought home to them by their own experience, perhaps by their self-interest. They are readily impressed with the extent to which Germany has made technical trade training a national asset in pushing the commercial rivalries of that empire. Nothing seems so direct and practical as to establish a system of continuation schools to improve workers between the ages of fourteen and eighteen who have left school at the earliest age, and to set up separate schools which shall prepare directly for various lines of shop work, leaving the existing schools practically unchanged to prepare pupils for higher schools and for the walks of life where there is less manual work.
Continuation schools are valuable and important, but only as palliatives and makeshifts; they deal with conditions which ought not to exist. Children should not leave school at fourteen, but should stay in school until they are sixteen or eighteen, and be helped to an intelligent use of their energies and to the proper choice of work. It is a commonplace among teachers and workers who come in contact with any number of pupils who leave school at fourteen to go to work, that the reason is not so much financial pressure as it is lack of conviction that school is doing them any good. Of course there are cases where the child enjoys school but is forced to leave at the first opportunity in order to earn money. But even in these rare instances it would usually be wiser to continue the family arrangements that were in vogue up to the child’s fourteenth birthday, even if they include charity. The wages of the child of fourteen and fifteen are so low that they make a material difference only to the family who is already living on an inadequate scale.
The hopelessness of the situation is increased by the fact that these children increase their earning capacity much more slowly and reach as their maximum a much lower level than the child who is kept in school, so that in the long run the loss both to the child and his family more than offsets the precarious temporary gain. But the commonest reason advanced by pupils for leaving school is that they did not like it, and were anxious to get some real work to do. Not that they were prepared to go to work, or had finished any course of training, but simply that school seemed so futile and satisfied so few of their interests that they seized the first opportunity to make a change to something that seemed more real, something where there was a visible result.
What is needed then is a reorganization of the ordinary school work to meet the needs of this class of pupils, so that they will wish to stay in school for the value of what they are learning. The present system is bungling and short-sighted; continuation schools patch up some of its defects; they do not overcome them, nor do they enable the pupils to achieve a belated intellectual growth, where the maladjustment of the elementary school has served to check it. The ideal is not to use the schools as tools of existing industrial systems, but to use industry for the reorganization of the schools.
There is danger that the concentrated interests of business men and their influential activity in public matters will segregate training for industry