An Approach to a Philosophy of Education Copy

7/28/2019 An Approach to a Philosophy of Education Copy

1/93

An approach to a philosophy of education. A tentative report,

September 1938. Submitted by H.B. Alberty [and others.]

American Education Fellowship.[New York, 1938?]

http://hdl.handle.net/2027/coo.31924013420009

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F E DU CA T IO N

ommitteeon

ppointedby

Association

. GO RD ON H U L F I H , A I CE K E I H ER ,

O U I R AT H S , P A U S E A R , R UT H S T RE IT Z ,

A Z I R B E A N D O. G . B R I M ,C H A I R MA N .


7/93


8/93

e1

eek Direction. . . Page7

E amineEv idence. . Page1

ePo intA C hallenge. Page2

eV iew C hanging

Page39

ePo intSome


9/93


10/93

onhas beenconcerned

ationofits philosophy.

beendevotedtothis prob-

rkeduponit.Atthemeet-

tstartw asmadeforthe

bmittedby aCommittee

schairman.Thisis,in a

tinuationofthatCom-

tatementtheCom-

t. Fourconferenceswere

sult ofgroupthinking.

eality agroupre-

din thethinkingand

ueH. GordonHullf ish,

bilityforthefinal formu-

othe tremelyheavy

urs isfollowed.

brevitywe have

esuponwhichthe con-

submittedforstudyand

sbeenpublishedin a

action.Responsesare

noftheCommitteeto

reportinthe lighto f sugges-

d.Neitherin thepres-

misitto bethoughtof


11/93

dwillbesubmittedto

ticalthinkingbyothers

eandpurposeofeducation

.Ina word,itspurpose

phizingratherthan to


12/93

oftheProgressiveEduca-

differencesofposition

oundthatanystatement

difficultto make.Yet

reforcingtheeffort.

mthechargeplacedupon

tainsno doubtwhatever

day,if itisnotto be

cizedtraditionorthe

orcesnowc urrent,

clarificationand

estowhichits best

far fromaneasyone.

able.

tthebeginningsof

ntwereprotestsandreac-

mentation,thedeaden-

ividual,characteristic

estsofthosecritics

nwasthechild,hisinter-

ctedagainstthestand-

oughtaboutbythewide

fbusinessfor determining

hetimesupportedby

ucationalsciencein

ningconceivedasatomis-


13/93

erthe spurofpro-

e tremeformulationof

ointhisinstance.

udgedprimarilybymove-

zationandtowardchild-

ntsappearedwhodis-

anningaltogether,pin-

ninnerurgeofgrowth,

zationof the" self.

euncriticaldevotionto

pressedinterests, wherever

our socialorderthat

economicdepression,a

atorsbeganto.challenge

tofeducation.They

onallyorunintention-

hadbecomethetoolof

ass,sinceitsadvocacyof

steadyreferencetosocial

tionin theserviceof

ofour culture.Counts

tobe genuinely

cipateitselffrom

mic)class,

ouslyeverysocial

feinallits

rganicrela-

eveloparealis-

oryofwelfare,

hallengingvision

omelessfright-

bogiesof im-

n.Inaword,


14/93

notplaceitstrust

1

nfluencedtheappoint-

teeonS ocial-Economic

veEducationAssociation.

dapolicyunderthechal-

TeachersoftheNa-

pondingtothecogencyof

d-centeredpointof

sto" recognizethecorpor-

tcharacterofthe contem-

thedemocratictradition

ctivisteconomic

ttowardaproductive

anagedintheinterestsof

societymarkedbycom-

alconditionanddomin-

nteeingtoeverychild

llestopportunitiesfor

epressionandtheworld

anideologyhaveserved

ementwhichseekstohave

tofthesociety which

courageouslyand

weightonthe sideof

society .

esitspresentproblem

whichwasnot available

retheSchoo lB uildaNew S ocia l

DayCompany,1932.pp.9-10.

Company , 1933. 31pp. ( ohnDay


15/93

werknowledgesuggest

arlierpositions,moving

sappropriateto our

ence, thisreportisnot

ridgebetweenthe

the" socia lblueprint theories

achieveastatementof

whichwillbe testedby

thatisnowknown

dsocialtheory.

willattemptto set

hegradualrealization

alueby whicheducation

e.Itbelievesthat

ntinsocialaction,and

otedtotheviewthat that

ciationhumanistherespon-

njthe_partofallin

p X ! I t b el i ev e s th a tT n en ^ i f

maycreateasocietythat

sedopportunitiesfora

-^ that-eeif-directed

ntthatmanmaymake,and

cationistofurtherthis

ality.


16/93

eInTheS tudyofthisReport

rtheCommitteehas

studyandquestionsupon

missought.At the

ditionalquestionsre-

hereportas awhole.

ntheblankspace

heendof thepamphlet

videdtofacilitatethe

t ofthereader.

sagreedtoreturnthem

eby theCommitteeinits

andlineshould precede

pyshouldbe markedtofaci-

rkofrevisionten-

urnedto thechairmanon

A ddress:

isticpracticesre-

ouldfurnishmaterial

um

order

uum

rdesirablesocial

sbasedonmassmeasures


17/93

onsiderseriousobjec-

thepicturee pressedin

object,pleasesupport

ouhaveforsimplifyingor

s chapter?


18/93


19/93


20/93

rection

atthepointwhere

edhim, andforusthis

a culturalstreamthat

conceptof humanrela--

aybethatthisis the

claimour allegiance,but

itishere thatthebe-

remarkedof f . Whatne t

aionof thisculturetosee

resentdirection for

oachtotheproblemof

thedominantidealsof

htheconceptofin-

callyatleasTTTappears

Thisconcernwasrooted

rspiritualliberty.

freedomofbeliefand

eofthe intrinsicprec-

ng.Manwasheld topos-

vineorigin,andthus

ntrolanddomination.

orm,inmoderntimes

theKantianphilosophy , as

uchphilosophersas

alists.In likemanner,


21/93

rights popularizedby

edtofreemanfromthe

werfuleconomicandpoli-

s basicidealofin-

centedbytheinfluenceof

welldescribedinthe

beenstrongly in-

epioneer.

utontheanvil of

ndependence,

ghand some-

akindofrough

bumptious,

cewithre-

temptforob-

kechances,a

nuncriticaland

theseare

andbad, which

ism of the

Americanchar-

pressedina llthe

entsofthenine-

ies,legaljustice,

allaretraceabletothis

notunreasonableto

ould nothavedeveloped

us,had itnotbeen

espect forthein-

y.

owdisappeared.Free

nthesymbolof opportun-

s disappeared.Asimple

enwaytoanintricate and

cientistsintheOhioS tateUniver-

on.NewYork:D.Appleton-

. p. 6 .


22/93

steminwhichtheindividual

ualacting_alonecanno

nsunderwhichhe works.

ions,standardsofliving,

rdependentsolefyupon

idualisnowlargely

icharesocomple asto

seconditionshave

ocationsinthelives of

icularlyouryouth, w hocanno

ppinessunderthe pres-

sthismeanthat the

misobsolete,thatre-

tyisno longerbasicto

seof Americanlife?

mmitteethisidealof

ersona lity , w hile itcanno

raditionalgrounds,is

democraticideal.It

edandreinterpreted.

the followingquota-

beclear._Eirst,

findividualis T>

thoftheindividual

unityjrorthefull_

pressionofhisper-

er,andisstill

dividualismas

goodlife isno

,thatifweare

ringforthein-

flifeto which

spired,wemust

ndthepracticeof

only byindi-


23/93

nyieldsanimportant

mocracyinourday.And

offsharplyfrom the

eology.

ssociationof in-

oractsareindi-

e sense.

rmofgovern-

seofcoopera-

siveattainment

.S ignificant

foldedfromwith-

uredby indiv idua lsin

sintentupona

oydH .B ode:The" final

tions,fromindustry

velopmentofpersonality

socialorder. 4

mumdevelopmentofper-

ultto defineinthe

ctItcanonly bede-

ticularpotentialities,

ndividual,takinginto

nvolvedinagivensitua-

tiondoesnot, how-

yingitas acriterionof

nyproposedplanof ac-

respecttogovernmental

chcontrol,in the

ssibilities forhuman

ectpropertyrightsat

n De w ey s P h il o so p hy , T h e S o c ia l

) , p . 2 6 . ( I ta l ic s i n

ndHook , S idney, editors. A merican

morrow.NewYork:L eePurman,

. 7 6 - 7 .


24/93

manrights?Of aneconomic

Areindividualsusedas

orthe few,orarethey

rsonalitiesinthem-

e? When welookat

nandfindthatit iscap-

tgoodstomeet the

metimefindtens of

ncomesbelowthe

trealizethatwefall

hregardsthedevelop-

yasanend.

ving andworking

evelopmentofperson-

onends,doeshebestgrow

epersonality.H ence,in

rytoorganizeoursocial,"

n suchawayasto

participationofall.

d,that theuniquecon-

tothe commongoodare

ontheother,thatgroup

fromcommonconsent.

oughcooperativethinking.

orhumanpersonality

rticipation,are,as has

alincharacter.Themore

ality,thegreaterwillbe

our socialinstitutions

nt,andthemoreweshare

ater willbetheen-

al.

s


25/93

gnificantpersonalities

ns requires,asafurther

ceuponhumanintelli-

asisfordeterminingin-

andplansof action.

dat byreflectivecon-

sequenceswhichflow

ddeepconcern about

pecttoimproveourcommon

subordinatedtothe

umaninte lligencenotonlycan-

tsideofthelimitsplaced

desire touseit dis-

cerningsocialactionare

ntaldecree,decisionsfavor-

pare substitutedforde-

mmongood.W henthebe-

rningrace,economic,

onaresuppressed,or

eddownfromabove,

anguishesandultimately

tential intelligenceof

onlyalternativeis some

commonmanis in-

cebecauseofthe com-

ns. B y thisgroupmanis

emotionandhabit,rather

purpose,planandactupon

ing.Theseconten-

erconsiderationwereit

ucationalprogram,

ergivenasignificant


26/93

ntelligentaction.

untila systematicpro-

ychildhoodande tending

feducation,designedto

gence,hasbeencare-

eto havefaithinthe

theirproblemsthrough

thefreeplayofin-

msofhumanconcern

epositionof theCom-

uldbeginwitha social

y,anddrive aggressively

ontotheideal ofin-

attheconcept offi ed

se,themethodofintel-

vacuum.Itbecomes

appliedtotherefine-

ofthemeaningofrespect

urday,and theconstant

erformsof cooperative

aTT r~ governmental~ar-

giventimeis subordinated

ntsharingofpurposes

eparedconstantlytochange

snewconclusionsare

erativeefforttobein-

ef,andperhapsover-

majoridealsofour

vethebasisfor develop-

education.Ifschools

ls,theywill thengo


27/93

boththe needsofyouth

develop" characteristics

ity, suchas:(1)social,

3)cooperativeness,

o usereflectivethink-

)se lfdirection, and

os.

eto translatetheideals

ntocharacteristicsof

hedangerofmisunder-

tmightbeassumedthat

rateabsolutewhich

thinking,social sen-

Thene tstepisto

anceforstated periods

onto teachit.Tests

evaluateresults.S uch

dbytheCommittee.Onthe

indthat thesechar-

retoprovideguide

usedingivingdirec-

andthat theyarein-

einthetotalpersonality

maybe ofvaluein

emeaningofour democratic

ha irman, C ommissiononSecondarySchoo l

ducationAssociation.S cience

York:D.Appleton-Century

7 .


28/93

aysinw hichschoo lsand

" ruggedindivid-

ithdemocracticcom-

sideredandcom-

ouldbegatheredto

pts:

sonalityinasso-

nco llective

nceasa basis

tion

ninthecrea-

nincoopera-

eranceasaseparate

alleledwithsimilar

ts.

ur presentsocial

ented?

othatthere isno

ichfunctionsidentical-

dents.Thus,even

be e pressedquitedif-

s,eveninthe same

wefocusuponbehavior

rideals,thereisal-

articular idealwilltake

tythatsloughsoffthe

controllingsocial

tsmeaning.Coopera-


29/93

plemay,andhave,co-

toachieveendsthat

utthisis cooperation

cludes,denyinginits

ocracy.W eneedtodis-

hatpeopledo havere-

herand theidealof

chfosteramongmenthe

ativelywithallinall

nytoothersther ightto

tion w heretheybandtogether

interestsofothers.

hatsuchactionis not

eother idealswehave

eof democracy.Each

backtoa conceptionof

ildsdeliberatelyto

hindividualanincreasing-

ationinthe creation

nincooperativeaction

est whichaction

testwhichtheideals

sthesupremevalueofthe

merging,itgives order

action.


30/93


31/93


32/93

neEv idence

wearegivingeasyal-

which wehappentobe

placementwithinthe

hisnot thecase,however.

mocraticvaluestothose

nmistakable,butthisis

hantheaccidentofbirth.

urchoices ofdirec-

us some,indeed,so

essarye tendeddiscussion

storyofman sstruggle

twheredemocracyhas

engiventothegrowth

for allmen.Aswe read

ellectualdevelopmentwe

ectualclimate thatviews

niverseofthoughtand

ectto theIne orable

wscreatedformanbutnot

shaveplacedmanmore

t inaworldof change,

intelligenceforthe

. Thisstorydoesnotneed

s sufficientthatwe

ourbeliefinthe

reasedunderstandingof


33/93

hownusa manreleased

eand unchangingvalues

eacceptedasgiveninall

ebearing ofourin-

theindividual,andthe

nourthinking.Itwill

fore,toe aminethis

havecometosee,and

childisat alltimes

,livingorganism,which

ergy,assimilatesande -

wsanddevelops,and

rgyinwaysdictatedbythe

sobjectivesitis attempt-

ecognizethedangersin-

edwithoneaspectof

me.Thevital unityof

itymaybemaintainedonly

viewcontrolsallaspects

whathebecomesthrough

hemereaccretionof

wledge,orofideals.

edefinedintermseither

atedknowledge.Itmust

operationandinter-ac-

micalandbio-physicalproc-

smstrivesto achieve

thinthe culture.Phy-

onalityaremomentary

stantlychanging theyare

omesofadynamicinterplay


34/93

shapedandpatternedby

anddevelopment,then,is

playofenergy andpur-

individualorganismasa

cultural milieu.This

ethanaconsideration

resent culture it

heproblemof whatman-

ptimalgrowthof

ontheadequacyofthe

undingsinfulfilling

rriesforward,ormain-

n amilieu.Anen-

eindividualrequisite

poseshimtoto icmateri-

nduceillness.Acul-

ividualfrommaintaining

whichgivehimstatus

onswithresultantim-

holesomegrowth.Every

s ofgrowthpersonal

estswhichnecessitatee -

s deniedthese,his

dhis attitudesandval-

turewhichdoesnot

tyofe perience,orwhich

velyinappropriate-e per-

growth,stuntpersonal-

feguardedbya continu-

rtunitiesfora functional

ganism,whichisdynamicas

he culture,whichisat


35/93

facilitating,conserva-

fluenceontheorgan-

eindividualandthe

gingemergentsinteracting

nye clusiveore cessive

theindividualandhis

anditspatterning,as

grimnessofa f i ed

authoritarianedict.

al conditionsis

undedina concernfor

oradequateorientationat

nt.Growingwilloccurin

eliberatelyso organized

e periences,materials

riatetothevaryingneeds

ofgrowing.

e thattheterm

omany interpretations. A sw e

ssion,however,wemean

normalwholesomefunc-

ourculture.Thus

dividualat different

differentindividuals

cognize,therefore,that

o f " needs , w hichthe

omes,communityagencies,

anizations,andotherin-

sfy,isbyno means

mplyanattempttode-

tions,relationships,

emnecessarytowholesome

atthistimein ourculture.


36/93

onstratedthatthehuman

ynamicenergysystem,

sforming,ande pending

inedby theprocessesof

ollowingclassifica-

eds maybepostulated:

ls,thephysical

mfrominfec-

nanceofthe

io-physical

.

onin waysappro-

heorganism.

ppropriaterhythm

organismas

ualmustfunctionin

ginstrumentalitiesal-

yingforwardsocialproc-

enerations,makesitde-

therseriesof " needs .

sforcertaintypesof

vidualswithwhomone

with groupingsofother

participate.No person

,andhappye ceptashe

ces:

ntaina relation-

thotherin-

velywithother


37/93

gmemberofa

monpurposesand

fasbelongingto

chhe mustfunc-

find scopefor

a lues.

thehumanorganism

rnsofbehavior.Most

edbythelearningwhich

ncesoffunctioningasbest

eand environmentoneis

continuouslytakesform,

alway.Impelledby

micalprocessesthein-

withinhis culture.

psdynamicconceptsofthe

eswithwhich hemust

eassumesattitudesregard-

sirabilityof these

mpliedbytheseatti-

atesasetof principles

determinetheobjectives

oceduresheusestoac-

.H issenseofpersonal

evelopingpatternsofbe-

maintaininghis organ-

ngopportunitiesto

tetohis structureand

hemis-evaluatesphysi-

behaviorwillbein-

d maladjustmentwill

reinappropriateto

cultureinwhichhe


38/93

satisfyhisdesires,

nwillbeimpaired.Fi-

s,eitherphysicalor

individualisunableto

rpatternstocopewith

pportunitiesforfunction

tmentwilloccurandsturdy

keitpossibletopostu-

eeds . Withsuccessful

andwholesomevaluecon-

periencebackground

nour culture,wefind

mberandvarietyof

lid knowledgeof

alitieswith

eneralizationsand

ndcultural

employef-

or

tsthatare valid

sa part,and

herevolution

good

onswhich engender

edomtodirect his

edgeofreali-


39/93

esponsibilityinso-

toinsurean

endenceofper-

ewillingnessto

enofsocial

ceptofhumangrowth

ologicalbase,thechar-

edbyourmostrecentin-

growingandlearning.

nthowfutilehavebeenJ

landsocialvaluesas

over,theyleadtothe

angeisa possibility

ageto bringintelligence

ces.

aythatthe sciences

f indemocracyasthemost

ess,inthejudgment

ctlyaccuratetosay

both thenatureandnurture

thewaysin whichvalues

edine perience,andof

nceplacesman creatively

se,givesusa reasonable

mocraticvalues.Itmay

sademocraticheritage.

,thatweseewithinthis

nreconstructedinthe

aboutculturalprocesses,

hhemayfashionasociety

all.Thisisour


40/93

s onhumangrowth

y?

illustrationsshould

edbelow:

ationwithoneaspect

tyof human

valuesinour culture

amplesofvalues

dividualinour

ffactorswhich

umstancesor cultural

malgrowthinyour

overed,discussed,

ght.

lzee amplesofeduca-

shthee peri-

micattitudesanda

veloped.

sentationhelpinformulat-

cationastheinstrument

r?


41/93


42/93


43/93


44/93

hallenge

e aretodayinthe

hichthereismuchof

rtantthatweremindour-

ithinitisto bedis-

hereverthe operationof

spermittedwithina

rescribingthelimits

eor theresultsitmust

alwaysindanger of

ion.Thisistheprice

lengingrighttodirect

confusionisnotit-

atastatic society

dto fearisthatcon-

gnized,thatwemayfind

unchangingculture,or

rownway outofcon-

nin dictatorialleader-

lopmentgenerallyisto

gthoseperiodsofread-

dchangeintroduceinto

createanenvironment

anceisachievedthat

einthemidstof directed

o beacreatureofhis


45/93

sarenot closedto

thecultureis a

cifically,theproblem

toreconstructthe

doffourdemocratic

proachto lifeinways

uesandthe changed

perate.Thisviewaccepts

companimentofliving.

evidenceofdecay.It

adweightofthepast,

vesofabsolutes.What

adjustmentinvolves

under thesteadying

normal e pectancyof

emocracyconsciously

thetotalculture,not

gentofit,playsan

sona realizationof

e permitsunrecognized

dthepricehe pays

entativesofoneset of

development,isa

howouldcontributeto a

zeitsinstitutionsin

forall. We cannot

thatdifferingphysical

ntellectualcon-

relationships,have

cpatternoflife values

ciliation.Itisimpera-

zing senseofthepart


46/93

g man svalues.

note thatcertain

dhavemovedthroughcon-

here,forthe moment

n shapestheindivi-

teness.Nowhereis

in NaziGermany.A

beenintroducedasthe

oyaltiesaretocluster.

assinspectionarebound

restthatgives purposeto

eritageisof another

hich theemotionsofthe

ulturethatdeliberately

rmsof valueswhichthose

n apositionofdomi-

whichmustsubordinate

alif itisto sur-

hichiscreatingtheneed

feedingorthe indivi-

a culturewhose

swithinitselfaninternal

tto inevitableun-

orldof cultures.H ere

fwhichappearsin-

edyfor humanpersonality.

hedemocraticpeoples

sesoftheNaziculture.

ninthat portionofthe

emporaryabberation

whenbasicqualities of

beallowede pression.To

tedisaster.Nothing


47/93

supportofdemocracy

todayfacingits

anifestoissuedby

sthisobligationwhenit

stshavethemoral

mericanpeopleagainst

ctrines,such asthe

is. 1Whateverour

ytous,simplereality

up inademocratic

enbadly muddledbywhat

lfandbywhatothers

senttime.Thecall

stakable.

y,fromotherthan

everelsethe Nazismay

ave,all unwittingly

minatedinthefieldof

hichtheanthropologists

arsofcarefulscholarship.

tual flattoshapeand

lsthroughthe formof

sintensityandi n

forcinguponthe

atoursolicitousconcern

vidualhasmadeus

ur culture,withan

terthoseneedsthe

essaryforindividuals

cally?Thetotalitarian

eycaneducatetoeradl-

s, December11, 1938, p. 5 0, co l. 1.


48/93

manscene.W hycannotwe

rtunitytoflourish?

he Nazimanipulation

erestofitsc ontroll-

structive.The educator

chto learnfromaculture

aroundwhichitsactions

he totalculture,not

estheeducativeforce.

fracialsuperioritysets

ecultural weavingis

nsideredwith

up.Forthe

aratesthoseof

sisclearlyevident,

eristicsseemto

rsofthefamilyof

eRomanChurch,

hecitation

eequal. A llw ho

whetherJ ews,

edearerto them

aGermanwhodoes

setdown,-jf^ " ~

thatengenderscommon

ninall areasofpresent

ateistheschoolmaster

nambiguous,asthe

e.

ean endinitself,

rvethebigger end

ingthespecies

anslator,TheNaziPrimer.

rothers, 1938, p. 7.


49/93

itsmeaningand

gemustnote -

omradeship,but

omthemidstof

hild, thatis

noblelineof

d.

ogrammeforwomen

undations:

bleshall

rs

all bere-

th-

lbeconfined

hna-

.

dthriftythewife,

lf,somuchthe

fatherofthe

eciabledeter-

ons ofthe

yGerman,for

al whichis

self-sufficiency

aptinghis needs

chGermanye er-

asure.8

fortheCommissiononHumanR ela-

cationAssociation),The

ewYork:D.Appleton-Century

3.


50/93

hePragmaticand

ics, w hichappeared

ure(with strong

epositionis

ositionon

arch.Inessence

alltheoretical

plication,on

.It introduces

Nazitodivide

on-theoretical

ad, i. e . , theoretica land

ntingtheimpactofa

.Thepersonallife of

aveitsbeginningand

factionsthatmeet

sultwhichsuggests,when

e,that thenewculture,

noredessential

ededit. Dutynow

Troopers.Itdoesnotsimply

ricalimperativeof

eforeweseethe

atmannerofconflict

idualandsocialforms

e formerinthefull

ver,wearegradually

essoftheireffort

the culturewillsoon

ompelledtolookat our-

rannyovermendistaste-

culturehaswithinit

elooktoeducation,

ber11,1938,p.5 0,col.1.


51/93

build hereaculturethat

eelyparticipating

ritsownreconstruction.

hort,to maketheculture

titsessentialvalues

ective.Educationisthus

hedemocraticculture,

buttofunctionas an

gation tofreethein-

Tflcefromthedomination

oritarianvalues,frag-

ertiaofignorance.

ationthatdeliber-

o makeofthetotal

mentdesignedtofree

besoughtin.-the__.iactthat

costliest,thedead-

e.Intoleranceseeks,

findividuals,but of

ntswithinits own

ncyofsocial adjustment,

ctiveadjustment,simply

swe havesaid,isa

iberatelycultivated,in

instrumentofself-

srootsin amisunder-

e culturalprocess.

sofa particularculture

absolutes,being" right

rong. Thefactisover-

reach periodofagiven

emeasureanattemptto

tonsastheye istfor


52/93

dwe seethatGermany

famancalledH itler,

pastininteraction

ya concertofnations

nityforthispast to

ction.Asurroundingcul-

ce,sowedtheseedfor

olerance.Theprogeny

edasillegitimatebut

epaternity.

ent,everycultureen-

rmswhichsurvivefrom a

eactuallyotherwise,just

ronmentsmaypossess

changed,havenoinherent

ment.Asa result,the

the adjustmentsbe-

s,arelikelytoassume

des,inwhich evilis

atra itorcomple w hich

sw ellsa idthat" Each

aborateworking-outof

ment(ofvalues)it

vilizationis well

withinitself,itwill

arther,accordingtoits

warda particular

e pointofviewofany

ationswillincludemore

aberranttra its. 10

namicsofthe culture

thropologyandtheA bnormal, J ourna l

( anuary , 1934), p. 73.


53/93

ofneedinthecaseof the

nNaziGermany.H ere

pressed, butthe ire pres-

nddirectedby the

statusisgiventhose

ichtheS tateneedstocarry -

us,youthis applauded

lconduct,forrace

pationina varietyof

redevisedandmaintained

rogram.

societytends tomain

ues.As Frankhasso

Everysocietyandevery

oritsown purposes. n

tiesdiffergreatly,

cnaturedeterminesthe

endowedwithemotion.The

differentcultures

nnatureis sopliable

odifiablethat almostany

.Theirdevelopmentis

tousmatter asastudy

w.Thisfact is

nthropologicalstudies

rmsofbehaviorwhich

servingthebasicneeds

amoa, fore ample , the

evelopedona coopera-

liness,andmutualcon-

vingactivitiesof

. " TheF undamenta lNeedsof theC hild,

I( uly , 1938), p. 3 3. (OurItalics)


54/93

pcontrast withthis

nga,notfarawayin New

up isattainedby

milarly,amongsomeofour

on,delinquencyordis-

yasocial organization

rnsteepedin anindi-

ology.

clearthat manis

ature,thatheisneither

rbasicallyindividualis-

heis anessentially

elopshisattitudesand

aviorwhichhisparticular

ds.

renarrowlydefined

opleareconcentratedon

,wheresocialorgani-

aluesarelessclearly

f socialorganization,

veralormanysystems

enceisvariableandselec-

ossible.

heproblemofthe

lresources,wenolonger

poliationande ploita-

ethe" robberbarons

gettingthatafterall

ameworkofourculture

designatedas " sturdy

sof industry accordingto

ns.Itismuchmore

orw hattheyw ere an


55/93

Condemnationbelongsto

scenewho,knowingthat

ecommongood,failto

ersmaybeusedtocheckit.

edgeofreformattimes,

whichreformisstrik-

meansof reasonable .

,further,itis theone

yappropriatetodemo-


56/93

edsoundand basic

wayoflife?

sor conflictsin

nted?

dconflictsshown

values?

ulturesserve to

edsofourown?

meseemtocallfor

ntofdemocraticpro-

imitingthespread


57/93


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60/93

hangingV aluesandC onf licts

atedthateachculture

eristicof itandthat

are, byandlarge,con-

waysoflife towardwhich

vegiventhisgreat empha-

emendousforce,often

ertuponthepatterning

nthe midstofbehavior

uesandwhichat thesame

ustasw emaypassour

ntsofthe airwebreathe,

areofthevalueswhich we

ich welive.TheNazi

arshavebeencircledby

nasa socialmethod,

avefew ornocompunc-

vior.No morecanthe

taughtbytheirelders,

eforethem,toreturn

demnedforhavingvalues

mpellingforceofsuch

observationsofanthropol-

r-humanstoicismwith

primitivetribes beare -

rtyritualsbecausethe

ebeenendowedwithsuch

ce.


61/93

aswell-markedpathsby

n sestate.Traditionand

choices.H istribal

omuch ofhisthinking

nuity,andhispowersto

ina narrowlycircum-

roadeningofthefield

munfoundedprescrip-

sof movingfromtheprimi-

oflife.Ina democracy

deningofchoice interms

mmongood.And wemust

uitof thisinterestval-

ne generationmayneedto

t. Theproblemnow isto

weshall changevalues.

iding peopleinthe

senseofwhattheir own

ngplacewithinit.

educationtomake

changesthat force

ysofliving,andthat

.,thefuture.Itisonly

hatpeoplecanlearnto

lyacceptedvaluesare

angingsocialconditions

eingmadepossible.W ith-

asingpsychologicalcon-

peopletryto liveac-

s, andareata lossto k now

nhopeforin aworld

hem.Anunderstandingof

helppeopleindeveloping


62/93

ewconditions,itwill

ebythey,asmembersofa

partin controllingthose

ne.Itisdifficult

ithdetachmenttheculture

furtherdifficultyis

pwhich divergesorad-

raditionalvaluesisat-

versiveandis metwith

Dowequestioncompeti-

mustpersuademanywho

nvincedthatitis essen-

Dowe believethat

entinsuranceisanessential

dustrialsociety?Then,we

believesincerelythat

workmangetjobsand

personsdon tgoonapublic

etostandback andlook ob-

,tolook criticallyat

milieshave heldfor

adifficult job.If

orevenwithresistance,

heyarenotnecessarily

stedinterestprotectors , or" de-

ress . L ik etheNazi

e valuestheyhave[

orkaroundthem.

ak e justoneareaaround

r w ork. Isitnottrue

whohaveadifferent

tatus tothosewho


63/93

ncome?That weadmire

professionsthanin other

re,ourhigh school

meschoo ls, e pecttogo

waccommodateabout3% of

erfarm youthstillgo

ypeofworkit affords?

shopeisto " progress from

o-teacher,tothecon-

othecityschool? In-

orksuchadominantvaluein

heddow nw hichthe

of low inMiddle-

oneknows,howone

e, -theseand

tiesoflivingare

stoget aliving

s allowsoneto

ate tent,Middletown

arge partofourcul-

yadaptingourvaluesto

estvaluetotheactivi-

eandthus guideyouthtoward

yas theprimitiveor

the dominantvaluesof

eAmericanYouthCommis-

andothersverifythisdrive

tus-givinglinesof work,

gerialfield.

estil lhave inthe

nunemployed.Manyof

. : M iddletowninTransit ion. New

Co.,193 ,p.7 ,


64/93

ell TheirS tory1itis

peoplef rom1 to24,

obless someindeed

first jobforseven

ofthosewhoareemployed

izewhatafertile

onandpersonality

ur culturepresents.

status-yieldingvaluesof

cessibletoallof the

aystomakeworkaccessible

ficantchangeneededis

oundwork.Canade-

peoplearepreparedfor

dedlinesofwork?Can

bouttypesof workset

urvivew henan iety

ion,AmericanCouncilonEduca-

tatesCensusreports,thefive

edin1920only0.4 percent

temalesofagetenand above

yed.Iftheratiobetweenthe

hetotalnumberof othergain-

scontinuestoremainsimilar

clearthatno agegroup

berstothefiveengineering

ned. A mong2 , 8 8boysstudied

ntof the1 l/ 2yearo ldboys

oenterengineering.Ofcourse,

tmanyoftheless competent

dfromschoolbythe timeage

alsow elltobearinmind

avingunusualeducationalad-

owancehasbeenmadefor

anscarcelyconceiveofthe

easingsufficientlytoabsorb

s.

ndWitty , PaulA . , " OneMoreS tudyof

J ournalofEducationalPsychology,


65/93

eventsordestroyshealthy

n,playandfun?2Canit

milylifeandthebearing

bythis samecluster

fwhichis beingfrus-

esomeofthemostserious

thave theirorigin.

blemofmakingpeople

ce withintheculture

eshouldhavetolook

e.Thatis obviously

tatement.W ehave

lues,illustrating

dictionsourculture

isthe pricewepayfor

otalitarianculture

abovebyedict,and then

e newarrangements.We,

hemonly bytheconcerted

dizingandrestrictingour

moussignificance.In the

yandbusinesshavetakenover

edinnumerablemechanical

ellas multitudinousforms

activity.Thus,itwasfound

enyears,althoughrela-

of mechanicaldevices,

o participatingingames,

andbasketball.Ne tin

mongthesechildrenwerethe

,themovie,thecomicpage,

atchingsports.B ythetime

nyearsofage, hew asmakinga

nd-handandvicariousrec-

stheadult.

Don:ImprovementofReadingIn

andCo.(forthcoming,April,1939)


66/93

igenceonthe partof

hecommongood.And

thevaluesthatwill

d.

pelchangesinmen sw ays

onstooneanother.

ughnotalwaysimmediate-

uesandideals.Every

ditionalwaysofliving

thismakesthe values

solete.Everychange,how-

vingpossible,andso

wvalues.S olongas

cial changeswhichare

andareaffecting

ll striveforvalues

eny.Moreover,whenthey

sibilitiesthesechanges

tethevaluesbywhich

atisfactorywaysofliving.

smenarelikelyto take

einadaptingthemselves

sstounderstandwhatis

it isimpossibletoreal-

arefairsubjects for

s whenvaluesarein-,

fliving intowhichthey

areintensifiedunder

sthatvarious prophets

mankindnowputforward.

emostconspicuousat

ocialsystemsare break-

ramaticallypresented


67/93

embasedon scarcitybe-

dbytheabundanceofpro-

mentandarmamentfigures

valueswhichwereheld

enturyaretodaybeing

redpeopleisnotprepared

ndthenewlyemergingval-

ealreadyhearthevoices

ocracyitself isavalue

hesubordinationofthe

messianicleaderis a

hatdemocracyhas

useeconomicpowerhasre-

used itforpersonal

ywillonlybeeffective

ticinstitutionstocontrol

alpower.Manypeople

nceoftraditionalvalues

dequately,whatis

nwhichtheyareliving,

tomakeofthe various

eprofferedthemor

warethat industrial

gtothekind ofgeneral

alharmonywhichthey

uld,andyettheyareat a

fthedilemma.It is

which theyareconfront-

ertheless,theywouldbe

f theireducationhad

theforcesat workwithin

nthem amorecritical

esofpropagandists.


68/93

esaswellas the

wayshasitsorigin with

groups.Almostinvari-

roupsare subjectto

omesnotonlyfromthose

cial interests,but

aredevotedto estab-

ereforeopposeany

mmediatelytotheirad-

ghtincludealargepro-

dinfact findgreater

ving thenewvalues

changesto whichmen

mselvesincludedmany

romtheinterplayofso-

es.Nevertheless,

ee tentbeenabletodirect

cial changesandtosome

ingplace whentheyseemed

eyrepresented.Through-

nderstandingofthe

ryingtocontrol wasin-

eryeffective.Today,

esbetterunderstood,

ngthemin wayswhich

zationsofhumanvalues

day,thewholepopulation

tageofan educationde-

processesandvalues.

einthe creationoftheir

acceptthose imposed


69/93

obring young

ocialprocessesthrough

itutionshavedeveloped,

ditionalsystemsofval-

ttheyare.Itis alsoim-

ngthemto recognize

edtochangingconditions.

for-lnstajice,thateco-

aimmerelyatthe bestpos-

ngconditions,butmust

e inwaysthatmakepos-

ofvalueswhich are

ving.

values,likenewideas

ustalwaysremainthe

f insight. Nevertheless, ina

thatthe wholepopula-

serve thecommongood.

eoffreeintelligence

new w aysof liv ing.

nnature,of natural

perience,leadstothecon-

richestrewardforthe

rtwithallothers,he

dwillto theshared

for whichhisculture

not tobeeliminated,

beratelyusedtofacili-

operativereconstruction

tobefoundthegood

homweseektorelease.

udyspecificallywhat

menteducationmustplay.


70/93

chaptershouldbe

scoverorformulate

roughwhich" theindi-

lopedorchanged.

beingtransformedin

nflictsofourday

sis?

tvaluesof thecommunity

ougiveof theclash

sanddeeplyentrenched


71/93


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meC onsequences

craticphilosophywillnot

cracyintobeing.Action

and,asinthecase ofany

eactionwill bejudged

intotheculture. S ince,

efs,andplansof

hemake and, moreover,

debythe peoplethem-

entia lthatw erisetoarea liz-

hichwemaytest the

tion.Inthis striving

spectsof theculture

ncies,butwemuste pect

etforth deliberately,

omakedemocracyintellig-

this meansthe

choolprogramthatwill

nintelligentappreciation

e,that willfosterthe

bitsessentialtoits

tsimpactuponits

atewaysforadultswhat

nceofthedemocratic

Allotherconsequences

,andare conditionedby


75/93

hodiscoverandmaintain

hangingworld.This,

hcooperationwithothers

elligencetocreatethe

togiveitsallegiance.

andwhat isdonein

meetthistest:the

awillingnessonthe

otectthiscentral

nalpracticesandproced-

asingleintegrating

etheschoolanactive force

craticwayof lifeinthe

rstothisCommitteetobe

quencesforeducationof

y.Theorderinwhich

esentedis ofnosignifi-

ardthe progressive

ticideal.W hilethey

arately,theyareto be

approachestoacommon

hilosophythatis to

.

llustratethe

best,con-

sevaluesconsistent-

activitiesand

thatallmem-

planningof

erthatthey

natureandsignifi-

e.


76/93

heeducativeforces

thelessdirectly

bilityforincreas-

cein all

ereforeco-

llvalue-forming

inthecreationof a

tylife.Itshould

uchresponsibili-

enthose

dationand

mits

Furtheranceof

appropriatetest

uld workundera

rificationof

altytheyshould

ues,working

ral recognition

dualsusein-

ssueandconflict

withand buildupon

seekingtohelp

e amineandrecon-

ofaconsistent

oberecognition

tcultureis

ionmenwhose

racterizedbycon-


77/93

plorethegrow thhistory ,

s,ofeachindi-

opportunityfor

his ownlevel

gnizethe dynamic

chit iscreat-

estoward

ythatevalutes

ninterms ofthe

naf i edor-

upin advanceof

otethequality ofre-

stothe demo-

eration,parti-

elike.

undamentalneedsof

ysicalwell-being,

s.Thesevary

unities.Themost

raticgrowth

y,beputfirst.

cipatein thecon-

munityinorder to

moresignificant

ture.Each

bleforstudying

environmentand

ortunitiesfor

ironmentcan

periencesandthrough


78/93

helocationof

ture,intermsof

choolwithatwo-

ce,aneedis

esecond,acontrol

ucational

rado ically

nitylifefrequently

pportunity.

youth andadult

sthatare realiz-

ike,the fields

tionareto be

rthat,ina field

e,asure movement

ndabilitymaybe

ers,studentsand

,eachintermsof

ntialities,inthe

roceduresthat

oe tendthearea

ciationof,

eatonceto arecon-

tion.Thiscalls

yagencies,but

ough.Onthe

achersneed

gfromwhich

intoandconcerns

yoflife.This


79/93

e toteachmay

iveconditions

ficantconsequences

ucationin termsof

lawarethatthe listing

hateachsuggestion

We haveelectedto

tswhereit appearsthat

oforward.W hatis

,however,maybeseen

nsiderhereafurthercon-

eappearedintheabove

educationalre-

sistentwiththedirect-

isstatementappearsat

muchofcurrent

odemocraticpurposes

ctofeducationalactiv-

popularityofevalua-

da furtherelabora-

to consistinmeasur-

hievementofpurposes,

nheringin thosepur-

ofhowthoseendsare tobe

vityandobjective

nbecomeendsinthem-

ceofwhatIs being

heemphasisisplaced

uentlytermed," changes

swhichaschoolcherishes

e waybywhichthese


80/93

in thepicture.S uch

nctionbetween" behavior

euseof intelligenceinthe

esandtheuse ofteach-

ontemptordisregardfor

m,ridicule,threats,or

eover,theactofevaluat-

chooltoviewitsactivi-

lingphilosophy.

einterrelationships

aningtodynamicaction.

theassemblingofdata

tsofpersonalitygrowth

relookedupon asthe

eevaluator.Acompre-

ationis,then,conceived

largenumberofper-

yandindependently.

adofbeinganintegral

onisheldcoldly aloof

realize.

ewsevaluationas

ficant,meansforthe

othevaluescheme

e.For us,evaluation

becomeconsciousof itse lf .

vespurposes,values,and

o,ane plicitformu-

thatgivesmeaningto

uationmustincludea

iencestobeutilizedfor

valuesandapicture of

theteaching-and-learnlng


81/93

henobligatedto make

ngaspectsofthe total

emocracyand hasthe

avaluejudgmentcon-

.Inother words,

tsolelyina seriesof

ictechniquesand

ess" ofplacingvalue

edinliving.This in-

thesizeresultsin ways

ewsofindividuals.

testresultsof anin-

s.weneedto move

urateviewofthe indivi-

pingbothanappreciation

nvolvesand anability

actionthatare con-

evaluatoris, then,a

cooperativeactsthat

tof theirachievement.

rablepainsthroughout

thesisthatwithinthe

desthepossibility for

haveaskedthatedu-

makethiswayof life

eality.Educatorsare

sitiveresponsibilityfor

ofe periencesthat

racy.Theycannotremain

itionsthatinterfere

responsibility.Norcan

orparticularvalues,

ralfact that-ademocracy


82/93

atingitsvalues.The

sthatfacilitateamore

sprocessis thepoint

cheducatorsshouldnow

reethatthey do,

democraticallyconceived

alueof considering

reationofdemocraticschool

echildren,parents,teachers,

rsande perts.

posescantheenumerated

rservewhile

oworkonfurther

bemadeto thislist

tensiverev isionof

osedconsequences

mphasis?

sC ha llenges

areclearlycontingent

actionconcerned

o f thestudyof

the developmentof

on.Thecom-

nevaluationof the


83/93

portbee tendedby

mplesandbyane panded

sandfunctionsof

ctedasignificantarray

ichdocumentthe

rt.S houldthe

footnotereferences

deanannotated

portprovidestudyguides

rtgive promiseof

otheimmediate

ducationAssocia-

o intell igentaction?


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Documents

An Approach to a Philosophy of Education Copy