Democracy+and+Education+Chapter+7

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 * Democracy and Education Chapter 7**

Also in this chapter Dewey explores three historical views on education. The first historical view he discusses is Plato’s. Plato’s view of society is strongly organized, basing this organization on the natural tendencies of it the people. Next he discusses the “individualistic” ideal of the eighteenth century. This views education as a natural process, with man as a blank slate just waiting to be written upon. But, in its falling back upon Nature, it missed any influence for securing the development of its ideal society. Thirdly he explores the institutional idealistic philosophies of the nineteenth century. This philosophy, backed by nationalism, was characterized by the German model of first public education that “reintroduced the idea of the subordination of the individual to the institution”(p.99)
 * Summary:**In this chapter Dewey explores the social and democratic idea of education. Since education is a social process, there must be a defined social idea and agenda that is common. This mode of social life must have worth, and that the quality of the education of a society depends on the worth/ ideals of that society. He measures the worth of a society on the “extent in which the interests of a group are shared by all its members, and the fullness and freedom with which it interacts with other groups”(99) This also extends to interaction within the group itself. All members of a group should have an equal advantage to be able to take and receive feedback o requests from others. An all-over and proportional social interest is a key factor for attention to the human factors and relationships in a group. The isolation of a group brings about an unsociable spirit into assistance.

“If it is said that such organizations are not societies because they do not meet the ideal requirements of the notion of society, the answer, in part, is that the conception of society is then made so “ideal” as to be of no use, having no reference to facts; and in part, that each of these organizations, no matter how oppressed to the interests of other groups, has something of the praiseworthy qualities of “Society” which hold it together.” Pg. 82
 * Key Passages:**

“Lack of the free and equitable intercourse which springs from a variety of shared interests makes intellectual stimulation unbalanced. Diversity of stimulation means novelty, and novelty means challenge to thought. ” Pg.84-85

“Stimulation and response are exceedingly one-sided. In order to have a large number of values in common, all the members of the group must have an equable opportunity to receive and to take from others. There must be a large variety of shared undertakings and experiences. Otherwise the influences which educate some into masters, educate others into slaves. And the experience of each party loses in meaning, when the free interchange of varying modes f life-experience is arrested.” Pg. 84

“The extension in space of the number of individuals who participate in an interest so that each has to refer to his own action to that of others, and to consider the actions of others to give point and direction to his own, is equivalent to the breaking down of those barriers of class, race, and national territory which kept men from perceiving the full import of their activity.” Pg. 87

“The first one to be considered is that of Plato. No one could better express than did he the fact that a society is stably organized when each individual is doing that for which he has aptitude by nature in such a way as to be useful to others ( or to contribute to the whole to which he belongs); and that it is the business of education to discover these aptitudes and progressively to train them for social use.” Pg. 88

“The doctrine of extreme individualism was but the counterpart, the obverse, of ideals of the indefinite perfectibility of man and of a social organization having a scope as wide as humanity.” Pg. 92

“ When the actual practice was such that the school system supplied the patriotic citizen and soldier and the future state official and administrator and furnished the means for the military, industrial, and political defense and expansion, it was impossible for theory not to emphasize the aim of social efficiency.” Pg. 94

“. . . He (Kant) defines education as the process by which man becomes man. Mankind begins its history submerged in nature—not as Man who is a creature of reason, while nature furnishes only instinct and appetite. Nature offers simply the germ which education is to develop and perfect. The peculiarity of truly human life is that man has to create himself by his own voluntary efforts; he has to make himself truly moral, rational and free being.” Pg. 95

Novelty- This is a state of being novel, unique and new. Having a novel experience or occurrence. Dewey states, “Diversity of stimulation means novelty, and novelty means challenge to thought.” (85)
 * Important Terminology:**

Isolation- This is being in complete separation from others. The act of isolated yourself from others or having the feeling of aloneness and detachment. Dewey says, “The essential point is that isolation makes for rigidity and formal institutionalizing of life, for static and selfish ideals within the group.” (86)

Society- According to Dewey, an ideal society is a group with shared, common interest that freely communicates with other societies.

Nature- The surroundings of humankind that exist independently of human activities. Dewey stated, “Nature” still means something antithetical to existing social organization. But the voice of nature now speaks for the diversity of individual talent and for the need of free development of individuality in all its variety.” (91)

Social efficiency- The idea that society needs to be run efficiently. A belief in this tended to result in individuals becoming subordinate to some higher-ranking organization, usually the state. It is associated with the institutional ideal philosophy that rose in popularity in the 19th century.

This passage is a very key question that supports the whole idea of this chapter; “Is it possible for an education al system to e conducted by a national state and yet the full social ends of the educative process not be restricted, constrained, and corrupted?” (p.97)
 * Discussion Guiding Questions:**

In other words, can an education system detach its self from nationalism? If the means to a proper education is progressive growth directed to social aims, wouldn’t the social aims be determined by the society hence the nation in which one lives? Is this a common goal and if so can one still retain national identity while learning a global ideal? Is there an understood goal of humanity to detach itself from segregated nation identity to become global? If so how can this be done with education? Is this a possible task?

Should birth or wealth or any conventional status determine the place of an individual society? Why or why not?

According to Dewey what are the characteristics of an ideal society?

What is the main problem in the platonic view of education?

More education issues here...