The Logic of Human Mind, Self-Awareness & Way We Think. Джон ДьюиЧитать онлайн книгу.
and games also introduce organization. There is, then, nothing mysterious or mystical in the discovery made by Plato and remade by Froebel that play is the chief, almost the only, mode of education for the child in the years of later infancy.
The playful attitude
Playfulness is a more important consideration than play. The former is an attitude of mind; the latter is a passing outward manifestation of this attitude. When things are treated simply as vehicles of suggestion, what is suggested overrides the thing. Hence the playful attitude is one of freedom. The person is not bound to the physical traits of things, nor does he care whether a thing really means (as we say) what he takes it to represent. When the child plays horse with a broom and cars with chairs, the fact that the broom does not really represent a horse, or a chair a locomotive, is of no account. In order, then, that playfulness may not terminate in arbitrary fancifulness and in building up an imaginary world alongside the world of actual things, it is necessary that the play attitude should gradually pass into a work attitude.
The work attitude is interested in means and ends
What is work—work not as mere external performance, but as attitude of mind? It signifies that the person is not content longer to accept and to act upon the meanings that things suggest, but demands congruity of meaning with the things themselves. In the natural course of growth, children come to find irresponsible make-believe plays inadequate. A fiction is too easy a way out to afford content. There is not enough stimulus to call forth satisfactory mental response. When this point is reached, the ideas that things suggest must be applied to the things with some regard to fitness. A small cart, resembling a "real" cart, with "real" wheels, tongue, and body, meets the mental demand better than merely making believe that anything which comes to hand is a cart. Occasionally to take part in setting a "real" table with "real" dishes brings more reward than forever to make believe a flat stone is a table and that leaves are dishes. The interest may still center in the meanings, the things may be of importance only as amplifying a certain meaning. So far the attitude is one of play. But the meaning is now of such a character that it must find appropriate embodiment in actual things.
The dictionary does not permit us to call such activities work. Nevertheless, they represent a genuine passage of play into work. For work (as a mental attitude, not as mere external performance) means interest in the adequate embodiment of a meaning (a suggestion, purpose, aim) in objective form through the use of appropriate materials and appliances. Such an attitude takes advantage of the meanings aroused and built up in free play, but controls their development by seeing to it that they are applied to things in ways consistent with the observable structure of the things themselves.
and in processes on account of their results
The point of this distinction between play and work may be cleared up by comparing it with a more usual way of stating the difference. In play activity, it is said, the interest is in the activity for its own sake; in work, it is in the product or result in which the activity terminates. Hence the former is purely free, while the latter is tied down by the end to be achieved. When the difference is stated in this sharp fashion, there is almost always introduced a false, unnatural separation between process and product, between activity and its achieved outcome. The true distinction is not between an interest in activity for its own sake and interest in the external result of that activity, but between an interest in an activity just as it flows on from moment to moment, and an interest in an activity as tending to a culmination, to an outcome, and therefore possessing a thread of continuity binding together its successive stages. Both may equally exemplify interest in an activity "for its own sake"; but in one case the activity in which the interest resides is more or less casual, following the accident of circumstance and whim, or of dictation; in the other, the activity is enriched by the sense that it leads somewhere, that it amounts to something.
Consequences of the sharp separation of play and work
Were it not that the false theory of the relation of the play and the work attitudes has been connected with unfortunate modes of school practice, insistence upon a truer view might seem an unnecessary refinement. But the sharp break that unfortunately prevails between the kindergarten and the grades is evidence that the theoretical distinction has practical implications. Under the title of play, the former is rendered unduly symbolic, fanciful, sentimental, and arbitrary; while under the antithetical caption of work the latter contains many tasks externally assigned. The former has no end and the latter an end so remote that only the educator, not the child, is aware that it is an end.
There comes a time when children must extend and make more exact their acquaintance with existing things; must conceive ends and consequences with sufficient definiteness to guide their actions by them, and must acquire some technical skill in selecting and arranging means to realize these ends. Unless these factors are gradually introduced in the earlier play period, they must be introduced later abruptly and arbitrarily, to the manifest disadvantage of both the earlier and the later stages.
False notions of imagination and utility
The sharp opposition of play and work is usually associated with false notions of utility and imagination. Activity that is directed upon matters of home and neighborhood interest is depreciated as merely utilitarian. To let the child wash dishes, set the table, engage in cooking, cut and sew dolls' clothes, make boxes that will hold "real things," and construct his own playthings by using hammer and nails, excludes, so it is said, the æsthetic and appreciative factor, eliminates imagination, and subjects the child's development to material and practical concerns; while (so it is said) to reproduce symbolically the domestic relationships of birds and other animals, of human father and mother and child, of workman and tradesman, of knight, soldier, and magistrate, secures a liberal exercise of mind, of great moral as well as intellectual value. It has been even stated that it is over-physical and utilitarian if a child plants seeds and takes care of growing plants in the kindergarten; while reproducing dramatically operations of planting, cultivating, reaping, and so on, either with no physical materials or with symbolic representatives, is highly educative to the imagination and to spiritual appreciation. Toy dolls, trains of cars, boats, and engines are rigidly excluded, and the employ of cubes, balls, and other symbols for representing these social activities is recommended on the same ground. The more unfitted the physical object for its imagined purpose, such as a cube for a boat, the greater is the supposed appeal to the imagination.
Imagination a medium of realizing the absent and significant
There are several fallacies in this way of thinking. (a) The healthy imagination deals not with the unreal, but with the mental realization of what is suggested. Its exercise is not a flight into the purely fanciful and ideal, but a method of expanding and filling in what is real. To the child the homely activities going on about him are not utilitarian devices for accomplishing physical ends; they exemplify a wonderful world the depths of which he has not sounded, a world full of the mystery and promise that attend all the doings of the grown-ups whom he admires. However prosaic this world may be to the adults who find its duties routine affairs, to the child it is fraught with social meaning. To engage in it is to exercise the imagination in constructing an experience of wider value than any the child has yet mastered.
Only the already experienced can be symbolized
(b) Educators sometimes think children are reacting to a great moral or spiritual truth when the children's reactions are largely physical and sensational. Children have great powers of dramatic simulation, and their physical bearing may seem (to adults prepossessed with a philosophic theory) to indicate they have been impressed with some lesson of chivalry, devotion, or nobility, when the children themselves are occupied only with transitory physical excitations. To symbolize great truths far beyond the child's range of actual experience is an impossibility, and to attempt it is to invite love of momentary stimulation.
Useful work is not necessarily labor
(c) Just as the opponents of play in education always conceive of play as mere amusement, so the opponents of direct and useful activities confuse occupation with labor. The adult is acquainted with responsible labor upon which serious financial results depend. Consequently he seeks relief, relaxation, amusement. Unless children have prematurely worked for hire,