The Logic of Human Mind, Self-Awareness & Way We Think. Джон Дьюи
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Activity and the Training of Thought
In this chapter we shall gather together and amplify considerations that have already been advanced, in various passages of the preceding pages, concerning the relation of action to thought. We shall follow, though not with exactness, the order of development in the unfolding human being.
§ 1. The Early Stage of Activity
1. The baby's problem determines his thinking
The sight of a baby often calls out the question: "What do you suppose he is thinking about?" By the nature of the case, the question is unanswerable in detail; but, also by the nature of the case, we may be sure about a baby's chief interest. His primary problem is mastery of his body as a tool of securing comfortable and effective adjustments to his surroundings, physical and social. The child has to learn to do almost everything: to see, to hear, to reach, to handle, to balance the body, to creep, to walk, and so on. Even if it be true that human beings have even more instinctive reactions than lower animals, it is also true that instinctive tendencies are much less perfect in men, and that most of them are of little use till they are intelligently combined and directed. A little chick just out of the shell will after a few trials peck at and grasp grains of food with its beak as well as at any later time. This involves a complicated coördination of the eye and the head. An infant does not even begin to reach definitely for things that the eye sees till he is several months old, and even then several weeks' practice is required before he learns the adjustment so as neither to overreach nor to underreach. It may not be literally true that the child will grasp for the moon, but it is true that he needs much practice before he can tell whether an object is within reach or not. The arm is thrust out instinctively in response to a stimulus from the eye, and this tendency is the origin of the ability to reach and grasp exactly and quickly; but nevertheless final mastery requires observing and selecting the successful movements, and arranging them in view of an end. These operations of conscious selection and arrangement constitute thinking, though of a rudimentary type.
Mastery of the body is an intellectual problem
Since mastery of the bodily organs is necessary for all later developments, such problems are both interesting and important, and solving them supplies a very genuine training of thinking power. The joy the child shows in learning to use his limbs, to translate what he sees into what he handles, to connect sounds with sights, sights with taste and touch, and the rapidity with which intelligence grows in the first year and a half of life (the time during which the more fundamental problems of the use of the organism are mastered), are sufficient evidence that the development of physical control is not a physical but an intellectual achievement.
2. The problem of social adjustment and intercourse
Although in the early months the child is mainly occupied in learning to use his body to accommodate himself to physical conditions in a comfortable way and to use things skillfully and effectively, yet social adjustments are very important. In connection with parents, nurse, brother, and sister, the child learns the signs of satisfaction of hunger, of removal of discomfort, of the approach of agreeable light, color, sound, and so on. His contact with physical things is regulated by persons, and he soon distinguishes persons as the most important and interesting of all the objects with which he has to do. Speech, the accurate adaptation of sounds heard to the movements of tongue and lips, is, however, the great instrument of social adaptation; and with the development of speech (usually in the second year) adaptation of the baby's activities to and with those of other persons gives the keynote of mental life. His range of possible activities is indefinitely widened as he watches what other persons do, and as he tries to understand and to do what they encourage him to attempt. The outline pattern of mental life is thus set in the first four or five years. Years, centuries, generations of invention and planning, may have gone to the development of the performances and occupations of the adults surrounding the child. Yet for him their activities are direct stimuli; they are part of his natural environment; they are carried on in physical terms that appeal to his eye, ear, and touch. He cannot, of course, appropriate their meaning directly through his senses; but they furnish stimuli to which he responds, so that his attention is focussed upon a higher order of materials and of problems. Were it not for this process by which the achievements of one generation form the stimuli that direct the activities of the next, the story of civilization would be writ in water, and each generation would have laboriously to make for itself, if it could, its way out of savagery.
Social adjustment results in imitation but is not caused by it
Imitation is one (though only one, see p. 47) of the means by which the activities of adults supply stimuli which are so interesting, so varied, so complex, and so novel, as to occasion a rapid progress of thought. Mere imitation, however, would not give rise to thinking; if we could learn like parrots by simply copying the outward acts of others, we should never have to think; nor should we know, after we had mastered the copied act, what was the meaning of the thing we had done. Educators (and psychologists) have often assumed that acts which reproduce the behavior of others are acquired merely by imitation. But a child rarely learns by conscious imitation; and to say that his imitation is unconscious is to say that it is not from his standpoint imitation at all. The word, the gesture, the act, the occupation of another, falls in line with some impulse already active and suggests some satisfactory mode of expression, some end in which it may find fulfillment. Having this end of his own, the child then notes other persons, as he notes natural events, to get further suggestions as to means of its realization. He selects some of the means he observes, tries them on, finds them successful or unsuccessful, is confirmed or weakened in his belief in their value, and so continues selecting, arranging, adapting, testing, till he can accomplish what he wishes. The onlooker may then observe the resemblance of this act to some act of an adult, and conclude that it was acquired by imitation, while as a matter of fact it was acquired by attention, observation, selection, experimentation, and confirmation by results. Only because this method is employed is there intellectual discipline and an educative result. The presence of adult activities plays an enormous rôle in the intellectual growth of the child because they add to the natural stimuli of the world new stimuli which are more exactly adapted to the needs of a human being, which are richer, better organized, more complex in range, permitting more flexible adaptations, and calling out novel reactions. But in utilizing these stimuli the child follows the same methods that he uses when he is forced to think in order to master his body.
§ 2. Play, Work, and Allied Forms of Activity
Play indicates the domination of activity by meanings or ideas
Organization of ideas involved in play
When things become signs, when they gain a representative capacity as standing for other things, play is transformed from mere physical exuberance into an activity involving a mental factor. A little girl who had broken her doll was seen to perform with the leg of the doll all the operations of washing, putting to bed, and fondling, that she had been accustomed to perform with the entire doll. The part stood for the whole; she reacted not to the stimulus sensibly present, but to the meaning suggested by the sense object. So children use a stone for a table, leaves for plates, acorns for cups. So they use their dolls, their trains, their blocks, their other toys. In manipulating them, they are living not with the physical things, but in the large world of meanings, natural and social, evoked by these things. So when children play horse, play store, play house or making calls, they are subordinating the physically present to the ideally signified. In this way, a world of meanings, a store of concepts (so fundamental to all intellectual achievement), is defined and built up. Moreover, not only do meanings thus become familiar acquaintances, but they are organized, arranged in groups, made to cohere in connected ways. A play and a story blend insensibly into each other. The most fanciful plays of children rarely lose all touch with the mutual fitness and pertinency of various meanings to one another; the "freest" plays observe some principles of coherence and unification. They have a beginning, middle, and end. In games, rules of order run through various minor acts and bind them into a connected whole. The rhythm, the competition, and coöperation involved in most