The Logic of Human Mind & Other Works. Джон ДьюиЧитать онлайн книгу.
interactions of the mechanism as a whole. Then he will realize that, while he is gaining apparent efficacy in some superficial part of the mechanism, he is disarranging, dislocating, and disintegrating much more fundamental factors in it. In a word, he is operating, not as a psychologist, but as a poor psychologist, and the only cure for a partial psychology is a fuller one. He is gaining the momentary attention of the child through an appeal to pleasant color, or exciting tone, or agreeable association, but at the expense of isolating one cog and ratchet in the machinery, and making it operate independently of the rest. In theory, it is as possible to demonstrate this to a teacher, showing how the faulty method reacts unhappily into the personality, as it is to locate the points of wrong construction and of ineffective transfer of energy in a physical apparatus.
This suggests the admission made by writers, in many respects as far apart as Dr. Harris and Dr. Münsterberg, that scientific psychology is of use on the pathological side, where questions of "physical and mental health" are concerned. But is there anything with which the teacher has concern that is not included in the ideal of physical and mental health? Does health define to us anything less than the teacher's whole end and aim? Where does pathology leave off in the scale and series of vicious aims and defective means? I see no line between the more obvious methods and materials which result in nervous irritation and fatigue, in weakening the power of vision, in establishing spinal curvatures, and others which, in more remote and subtle, but equally real, ways leave the child with, say, a muscular system which is only partially at the service of his ideas, with blocked and inert brain paths between eye and ear, and with a partial and disconnected development of the cerebral paths of visual imagery. What error in instruction is there which could not, with proper psychological theory, be stated in just such terms as these? A wrong method of teaching reading, wrong, I mean, in the full educational and ethical sense, is also a case of pathological use of the psycho-physical mechanism. A method is ethically defective that, while giving the child a glibness in the mechanical facility of reading, leaves him at the mercy of suggestion and chance environment to decide whether he reads the "yellow journal," the trashy novel, or the literature which inspires and makes more valid his whole life. Is it any less certain that this failure on the ethical side is repeated in some lack of adequate growth and connection in the psychical and physiological factors involved? If a knowledge of psychology is important to the teacher in the grosser and more overt cases of mental pathology, is it not even more important in these hidden and indirect matters—just because they are less evident, and more circuitous in their operation and manifestation?
The argument may be summarized by saying that there is controversy neither as to the ethical character of education, nor as to the abstraction which psychology performs in reducing personality to an object. The teacher is, indeed, a person occupied with other persons. He lives in a social sphere—he is a member and an organ of a social life. His aims are social aims; the development of individuals taking ever more responsible positions in a circle of social activities continually increasing in radius and in complexity. Whatever he as a teacher effectively does, he does as a person; and he does with and toward persons. His methods, like his aims, when actively in operation, are practical, are social, are ethical, are anything you please—save merely psychical. In comparison with this, the material and the data, the standpoint and the methods of psychology, are abstract. They transform specific acts and relations of individuals into a flow of processes in consciousness; and these processes can be adequately identified and related only through reference to a biological organism. I do not think there is danger of going too far in asserting the social and teleological nature of the work of the teacher; or in asserting the abstract and partial character of the mechanism into which the psychologist, as a psychologist, transmutes the play of vital values.
Does it follow from this that any attempt on the part of the teacher to perform this abstraction, to see the pupil as a mechanism, to define his own relations and that of the study taught in terms of causal influences acting upon this mechanism, is useless and harmful? On the face of it, I cannot understand the logic which says that because mechanism is mechanism, and because acts, aims, values are vital, therefore a statement in terms of one is alien to the comprehension and proper management of the other. Ends are not compromised when referred to the means necessary to realize them. Values do not cease to be values when they are minutely and accurately measured. Acts are not destroyed when their operative machinery is made manifest. The statement of the disparity of mechanism and actual life, be it never so true, solves no problem. It is no distinction that may be used off-hand to decide the question of the relation of psychology to any form of practice. It is a valuable and necessary distinction; but it is only preliminary. The purport of our discussion has, indeed, led us strongly to suspect any ideal which exists purely at large, out of relation to machinery of execution, and equally a machinery that operates in no particular direction.
The proposition that a description and explanation of stones, iron, and mortar, as an absolutely necessary causal nexus of mechanical conditions, makes the results of physical science unavailable for purposes of practical life, would hardly receive attention today. Every sky-scraper, every railway bridge, is a refutation, compared with which oceans of talk are futile. One would not find it easy to stir up a problem, even if he went on to include, in this same mechanical system, the steam derricks that hoist the stones and iron, and the muscles and nerves of architect, mason, and steel worker. The simple fact is still too obvious: the more thoroughgoing and complete the mechanical and causal statement, the more controlled, the more economical, are the discovery and realization of human aims. It is not in spite of, nor in neglect of, but because of, the mechanical statement that human activity has been freed, and made effective in thousands of new practical directions, upon a scale and with a certainty hitherto undreamed of. Our discussion tends to suggest that we entertain a similar question regarding psychology only because we have as yet made so little headway—just because there is so little scientific control of our practice in these directions; that at bottom our difficulty is local and circumstantial, not intrinsic and doctrinal. If our teachers were trained as architects are trained; if our schools were actually managed on a psychological basis as great factories are run on the basis of chemical and physical science; if our psychology were sufficiently organized and coherent to give as adequate a mechanical statement of human nature as physics does of its material, we should never dream of discussing this question.
I cannot pass on from this phase of the discussion without at least incidental remark of the obverse side of the situation. The difficulties of psychological observation and interpretation are great enough in any case. We cannot afford to neglect any possible auxiliary. The great advantage of the psycho-physical laboratory is paid for by certain obvious defects. The completer control of conditions, with resulting greater accuracy of determination, demands an isolation, a ruling out of the usual media of thought and action, which leads to a certain remoteness, and easily to a certain artificiality. When the result of laboratory experiment informs us, for example, that repetition is the chief factor influencing recall, we must bear in mind that the result is obtained with nonsense material, i. e., by excluding the conditions of ordinary memory. The result is pertinent if we state it thus: The more we exclude the usual environmental adaptations of memory, the greater importance attaches to sheer repetition. It is dubious (and probably perverse) if we say: Repetition is the prime influence in memory.
Now, this illustrates a general principle. Unless our laboratory results are to give us artificialities, mere scientific curiosities, they must be subjected to interpretation by gradual reapproximation to conditions of life. The results may be very accurate, very definitive in form; but the task of re-viewing them so as to see their actual import is clearly one of great delicacy and liability to error. The laboratory, in a word, affords no final refuge that enables us to avoid the ordinary scientific difficulties of forming hypotheses, interpreting results, etc. In some sense (from the very accuracy and limitations of its results) it adds to our responsibilities in this direction. Now the school, for psychological purposes, stands in many respects midway between the extreme simplifications of the laboratory and the confused complexities of ordinary life. Its conditions are those of life at large; they are social and practical. But it approaches the laboratory in so far as the ends aimed at are reduced in number, are definite, and thus simplify the conditions; and their psychological phase is uppermost—the formation of habits of attention, observation, memory, etc.—while in ordinary life these are secondary and