Items related to Human Nature and Conduct; An Introduction to Social...
Synopsis
This historic book may have numerous typos and missing text. Purchasers can usually download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1922 edition. Excerpt: ... Intelligence becomes ours in the degree in which we use it and accept responsibility for consequences. It is not ours originally or by production. "It thinks" is a truer psychological statement than "I think." Thoughts sprout and vegetate; ideas proliferate. They come from deep unconscious sources. "I think" is a statement about voluntary action. Some suggestion surges from the unknown. Our active body of habits appropriates it. The suggestion then becomes an assertion. It no longer merely comes to us. It is accepted and uttered by us. We act upon it and thereby assume, by implication, its consequences. The stuff of belief and proposition is not originated by us. It comes to us from others, by education, tradition and the suggestion of the environment. Our intelligence is bound up, so far as its materials are concerned, with the community life of which we are a part. We know what it communicates to us, and know according to the habits it forms in us. Science is an affair of civilization not of individual intellect. So with conscience. When a child acts, those about him re-act. They shower encouragement upon him, visit him with approval, or they bestow frowns and rebuke. What others do to us when we act is as natural a consequence of our action as what the fire does to us when we plunge our hands in it. The social environment may be as artificial as you please. But its action in response to ours is natural not artificial. In language and imagination we rehearse the responses of others just as we dramatically enact other consequences. We foreknow how others will act, and the foreknowledge is the beginning of judgment passed on action. We know with them; there is conscience. An assembly is formed within our breast which discusses and...
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About the Author
John Dewey(1859 1952) was anAmerican philosopher, psychologistandeducational reformerwhose ideas have been influential in education and social reform. Dewey was an important early developer of the philosophy ofpragmatismand one of the founders offunctional psychology. He was a major representative ofprogressive educationandliberalism.In 1894 Dewey joined the newly foundedUniversity of Chicago(1894 1904) where he developed his belief in an empirically based theory of knowledge, becoming associated with the newly emerging Pragmatic philosophy. His time at the University of Chicago resulted in four essays collectively entitledThought and its Subject-Matter, which was published with collected works from his colleagues at Chicago under the collective titleStudies in Logical Theory(1903). During that time Dewey also initiated theUniversity of Chicago Laboratory Schools, where he was able to actualize the pedagogical beliefs that provided material for his first major work on education, The School and Social Progress(1899).In 1899, Dewey was elected president of theAmerican Psychological Association. From 1904 until his retirement in 1930 he was professor of philosophy at both Columbia Universityand Columbia University'sTeachers College.In 1905 he became president of theAmerican Philosophical Association. He was a longtime member of theAmerican Federation of Teachers.
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