Dewey

My Pedagogic Creed

by John Dewey

John Dewey's famous declaration concerning education. First published in The School

Journal, Volume LIV, Number 3 (January 16, 1897), pages 77-80.

ARTICLE I--What Education Is

I believe that all education proceeds by the participation of the individual in the social

consciousness of the race. This process begins unconsciously almost at birth, and is

continually shaping the individual's powers, saturating his consciousness, forming his

habits, training his ideas, and arousing his feelings and emotions. Through this

unconscious education the individual gradually comes to share in the intellectual and

moral resources which humanity has succeeded in getting together. He becomes an

inheritor of the funded capital of civilization. The most formal and technical education in

the world cannot safely depart from this general process. It can only organize it or

differentiate it in some particular direction.

I believe that the only true education comes through the stimulation of the child's powers

by the demands of the social situations in which he finds himself. Through these demands

he is stimulated to act as a member of a unity, to emerge from his original narrowness of

action and feeling, and to conceive of himself from the standpoint of the welfare of the

group to which he belongs. Through the responses which others make to his own

activities he comes to know what these mean in social terms. The value which they have

is reflected back into them. For instance, through the response which is made to the

child's instinctive babblings the child comes to know what those babblings mean; they are

transformed into articulate language and thus the child is introduced into the consolidated

wealth of ideas and emotions which are now summed up in language.

I believe that this educational process has two sides-one psychological and one

sociological; and that neither can be subordinated to the other or neglected without evil

results following. Of these two sides, the psychological is the basis. The child's own

instincts and powers furnish the material and give the starting point for all education.

Save as the efforts of the educator connect with some activity which the child is carrying

on of his own initiative independent of the educator, education becomes reduced to a

pressure from without. It may, indeed, give certain external results, but cannot truly be

called educative. Without insight into the psychological structure and activities of the

individual, the educative process will, therefore, be haphazard and arbitrary. If it chances

to coincide with the child's activity it will get a leverage; if it does not, it will result in

friction, or disintegration, or arrest of the child nature.

I believe that knowledge of social conditions, of the present state of civilization, is

necessary in order properly to interpret the child's powers. The child has his own instincts

and tendencies, but we do not know what these mean until we can translate them into

their social equivalents. We must be able to carry them back into a social past and see

them as the inheritance of previous race activities. We must also be able to project them

into the future to see what their outcome and end will be. In the illustration just used, it is

the ability to see in the child's babblings the promise and potency of a future social

intercourse and conversation which enables one to deal in the proper way with that

instinct.

I believe that the psychological and social sides are organically related and that education

cannot be regarded as a compromise between the two, or a superimposition of one upon

the other. We are told that the psychological definition of education is barren and formal-

-that it gives us only the idea of a development of all the mental powers without giving us

any idea of the use to which these powers are put. On the other hand, it is urged that the

social definition of education, as getting adjusted to civilization, makes of it a forced and

external process, and results in subordinating the freedom of the individual to a

preconceived social and political status.

I believe that each of these objections is true when urged against one side isolated from

the other. In order to know what a power really is we must know what its end, use, or

function is; and this we cannot know save as we conceive of the individual as active in

social relationships. But, on the other hand, the only possible adjustment which we can

give to the child under existing conditions, is that which arises through putting him in

complete possession of all his powers. With the advent of democracy and modern

industrial conditions, it is impossible to foretell definitely just what civilization will be

twenty years from now. Hence it is impossible to prepare the child for any precise set of

conditions. To prepare him for the future life means to give him command of himself; it

means so to train him that he will have the full and ready use of all his capacities; that his

eye and ear and hand may be tools ready to command, that his judgment may be capable

of grasping the conditions under which it has to work, and the executive forces be trained

to act economically and efficiently. It is impossible to reach this sort of adjustment save

as constant regard is had to the individual's own powers, tastes, and interests-say, that is,

as education is continually converted into psychological terms.

In sum, I believe that the individual who is to be educated is a social individual and that

society is an organic union of individuals. If we eliminate the social factor from the child

we are left only with an abstraction; if we eliminate the individual factor from society, we

are left only with an inert and lifeless mass. Education, therefore, must begin with a

psychological insight into the child's capacities, interests, and habits. It must be

controlled at every point by reference to these same considerations. These powers,

interests, and habits must be continually interpreted--we must know what they mean.

They must be translated into terms of their social equivalents--into terms of what they are

capable of in the way of social service.

ARTICLE II--What the School Is

I believe that the school is primarily a social institution. Education being a social process,

the school is simply that form of community life in which all those agencies are

concentrated that will be most effective in bringing the child to share in the inherited

resources of the race, and to use his own powers for social ends.

I believe that education, therefore, is a process of living and not a preparation for future

living.

I believe that the school must represent present life-life as real and vital to the child as

that which he carries on in the home, in the neighborhood, or on the playground.

I believe that education which does not occur through forms of life, or that are worth

living for their own sake, is always a poor substitute for the genuine reality and tends to

cramp and to deaden.

I believe that the school, as an institution, should simplify existing social life; should

reduce it, as it were, to an embryonic form. Existing life is so complex that the child

cannot be brought into contact with it without either confusion or distraction; he is either

overwhelmed by the multiplicity of activities which are going on, so that he loses his own

power of orderly reaction, or he is so stimulated by these various activities that his

powers are prematurely called into play and he becomes either unduly specialized or else

disintegrated.

I believe that as such simplified social life, the school life should grow gradually out of

the home life; that it should take up and continue the activities with which the child is

already familiar in the home.

I believe that it should exhibit these activities to the child, and reproduce them in such

ways that the child will gradually learn the meaning of them, and be capable of playing

his own part in relation to them.

I believe that this is a psychological necessity, because it is the only way of securing

continuity in the child's growth, the only way of giving a back-ground of past experience

to the new ideas given in school.

I believe that it is also a social necessity because the home is the form of social life in

which the child has been nurtured and in connection with which he has had his moral

training. It is the business of the school to deepen and extend his sense of the values

bound up in his home life.

I believe that much of present education fails because it neglects this fundamental

principle of the school as a form of community life. It conceives the school as a place

where certain information is to be given, where certain lessons are to be ]earned, or

where certain habits are to be formed. The value of these is conceived as lying largely in

the remote future; the child must do these things for the sake of something else he is to

do; they are mere preparation. As a result they do not become a part of the life experience

of the child and so are not truly educative.

I believe that the moral education centers upon this conception of the school as a mode of

social life, that the best and deepest moral training is precisely that which one gets

through having to enter into proper relations with others in a unity of work and thought.

The present educational systems, so far as they destroy or neglect this unity, render it

difficult or impossible to get any genuine, regular moral training.

I believe that the child should be stimulated and controlled in his work through the life of

the community.

I believe that under existing conditions far too much of the stimulus and control proceeds

from the teacher, because of neglect of the idea of the school as a form of social life.

I believe that the teacher's place and work in the school is to be interpreted from this

same basis. The teacher is not in the school to impose certain ideas or to form certain

habits in the child, but is there as a member of the community to select the influences

which shall affect the child and to assist him in properly responding to these influences.

I believe that the discipline of the school should proceed from the life of the school as a

whole and not directly from the teacher.

I believe that the teacher's business is simply to determine on the basis of larger

experience and riper wisdom, how the discipline of life shall come to the child.

I believe that all questions of the grading of the child and his promotion should be

determined by reference to the same standard. Examinations are of use only so far as they

test the child's fitness for social life and reveal the place in which he can be of the most

service and where he can receive the most help.

ARTICLE III--The Subject-Matter of Education

I believe that the social life of the child is the basis of concentration, or correlation, in all

his training or growth. The social life gives the unconscious unity and the background of

all his efforts and of all his attainments.

I believe that the subject-matter of the school curriculum should mark a gradual

differentiation out of the primitive unconscious unity of social life.

I believe that we violate the child's nature and render difficult the best ethical results, by

introducing the child too abruptly to a number of special studies, of reading, writing,

geography, etc., out of relation to this social life.

I believe, therefore, that the true center of correlation on the school subjects is not

science, nor literature, nor history, nor geography, but the child's own social activities.

I believe that education cannot be unified in the study of science, or so called nature

study, because apart from human activity, nature itself is not a unity; nature in itself is a

number of diverse objects in space and time, and to attempt to make it the center of work

by itself, is to introduce a principle of radiation rather than one of concentration.

I believe that literature is the reflex expression and interpretation of social experience;

that hence it must follow upon and not precede such experience. It, therefore, cannot be

made the basis, although it may be made the summary of unification.

I believe once more that history is of educative value in so far as it presents phases of

social life and growth. It must be controlled by reference to social life. When taken

simply as history it is thrown into the distant past and becomes dead and inert. Taken as

the record of man's social life and progress it becomes full of meaning. I believe,

however, that it cannot be so taken excepting as the child is also introduced directly into

social life.

I believe accordingly that the primary basis of education is in the child's powers at work

along the same general constructive lines as those which have brought civilization into

being.

I believe that the only way to make the child conscious of his social heritage is to enable

him to perform those fundamental types of activity which make civilization what it is.

I believe, therefore, in the so-called expressive or constructive activities as the center of

correlation.

I believe that this gives the standard for the place of cooking, sewing, manual training,

etc., in the school.

I believe that they are not special studies which are to be introduced over and above a lot

of others in the way of relaxation or relief, or as additional accomplishments. I believe

rather that they represent, as types, fundamental forms of social activity; and that it is

possible and desirable that the child's introduction into the more formal subjects of the

curriculum be through the medium of these activities.

I believe that the study of science is educational in so far as it brings out the materials and

processes which make social life what it is.

I believe that one of the greatest difficulties in the present teaching of science is that the

material is presented in purely objective form, or is treated as a new peculiar kind of

experience which the child can add to that which he has already had. In reality, science is

of value because it gives the ability to interpret and control the experience already had. It

should be introduced, not as so much new subject-matter, but as showing the factors

already involved in previous experience and as furnishing tools by which that experience

can be more easily and effectively regulated.

I believe that at present we lose much of the value of literature and language studies

because of our elimination of the social element. Language is almost always treated in the

books of pedagogy simply as the expression of thought. It is true that language is a

logical instrument, but it is fundamentally and primarily a social instrument. Language is

the device for communication; it is the tool through which one individual comes to share

the ideas and feelings of others. When treated simply as a way of getting individual

information, or as a means of showing off what one has learned, it loses its social motive

and end.

I believe that there is, therefore, no succession of studies in the ideal school curriculum. If

education is life, all life has, from the outset, a scientific aspect, an aspect of art and

culture, and an aspect of communication. It cannot, therefore, be true that the proper

studies for one grade are mere reading and writing, and that at a later grade, reading, or

literature, or science, may be introduced. The progress is not in the succession of studies

but in the development of new attitudes towards, and new interests in, experience.

I believe finally, that education must be conceived as a continuing reconstruction of

experience; that the process and the goal of education are one and the same thing.

I believe that to set up any end outside of education, as furnishing its goal and standard, is

to deprive the educational process of much of its meaning and tends to make us rely upon

false and external stimuli in dealing with the child.

ARTICLE IV--The Nature of Method

I believe that the question of method is ultimately reducible to the question of the order of

development of the child's powers and interests. The law for presenting and treating

material is the law implicit within the child's own nature. Because this is so I believe the

following statements are of supreme importance as determining the spirit in which

education is carried on:

1. I believe that the active side precedes the passive in the development of the child

nature; that expression comes before conscious impression; that the muscular

development precedes the sensory; that movements come before conscious sensations; I

believe that consciousness is essentially motor or impulsive; that conscious states tend to

project themselves in action.

I believe that the neglect of this principle is the cause of a large part of the waste of time

and strength in school work. The child is thrown into a passive, receptive, or absorbing

attitude. The conditions are such that he is not permitted to follow the law of his nature;

the result is friction and waste.

I believe that ideas (intellectual and rational processes) also result from action and

devolve for the sake of the better control of action. What we term reason is primarily the

law of orderly or effective action. To attempt to develop the reasoning powers, the

powers of judgment, without reference to the selection and arrangement of means in

action, is the fundamental fallacy in our present methods of dealing with this matter. As a

result we present the child with arbitrary symbols. Symbols are a necessity in mental

development, but they have their place as tools for economizing effort; presented by

themselves they are a mass of meaningless and arbitrary ideas imposed from without.

2. I believe that the image is the great instrument of instruction. What a child gets out of

any subject presented to him is simply the images which he himself forms with regard to

it.

I believe that if nine tenths of the energy at present directed towards making the child

learn certain things, were spent in seeing to it that the child was forming proper images,

the work of instruction would be indefinitely facilitated.

I believe that much of the time and attention now given to the preparation and

presentation of lessons might be more wisely and profitably expended in training the

child's power of imagery and in seeing to it that he was continually forming definite,

vivid, and growing images of the various subjects with which he comes in contact in his

experience.

3. I believe that interests are the signs and symptoms of growing power. I believe that

they represent dawning capacities. Accordingly the constant and careful observation of

interests is of the utmost importance for the educator.

I believe that these interests are to be observed as showing the state of development

which the child has reached.

I believe that they prophesy the stage upon which he is about to enter.

I believe that only through the continual and sympathetic observation of childhood's

interests can the adult enter into the child's life and see what it is ready for, and upon

what material it could work most readily and fruitfully.

I believe that these interests are neither to be humored nor repressed. To repress interest

is to substitute the adult for the child, and so to weaken intellectual curiosity and

alertness, to suppress initiative, and to deaden interest. To humor the interests is to

substitute the transient for the permanent. The interest is always the sign of some power

below; the important thing is to discover this power. To humor the interest is to fail to

penetrate below the surface and its sure result is to substitute caprice and whim for

genuine interest.

4. I believe that the emotions are the reflex of actions.

I believe that to endeavor to stimulate or arouse the emotions apart from their

corresponding activities, is to introduce an unhealthy and morbid state of mind.

I believe that if we can only secure right habits of action and thought, with reference to

the good, the true, and the beautiful, the emotions will for the most part take care of

themselves.

I believe that next to deadness and dullness, formalism and routine, our education is

threatened with no greater evil than sentimentalism.

I believe that this sentimentalism is the necessary result of the attempt to divorce feeling

from action.

ARTICLE V-The School and Social Progress

I believe that education is the fundamental method of social progress and reform.

I believe that all reforms which rest simply upon the enactment of law, or the threatening

of certain penalties, or upon changes in mechanical or outward arrangements, are

transitory and futile.

I believe that education is a regulation of the process of coming to share in the social

consciousness; and that the adjustment of individual activity on the basis of this social

consciousness is the only sure method of social reconstruction.

I believe that this conception has due regard for both the individualistic and socialistic

ideals. It is duly individual because it recognizes the formation of a certain character as

the only genuine basis of right living. It is socialistic because it recognizes that this right

character is not to be formed by merely individual precept, example, or exhortation, but

rather by the influence of a certain form of institutional or community life upon the

individual, and that the social organism through the school, as its organ, may determine

ethical results.

I believe that in the ideal school we have the reconciliation of the individualistic and the

institutional ideals.

I believe that the community's duty to education is, therefore, its paramount moral duty.

By law and punishment, by social agitation and discussion, society can regulate and form

itself in a more or less haphazard and chance way. But through education society can

formulate its own purposes, can organize its own means and resources, and thus shape

itself with definiteness and economy in the direction in which it wishes to move.

I believe that when society once recognizes the possibilities in this direction, and the

obligations which these possibilities impose, it is impossible to conceive of the resources

of time, attention, and money which will be put at the disposal of the educator.

I believe that it is the business of every one interested in education to insist upon the

school as the primary and most effective interest of social progress and reform in order

that society may be awakened to realize what the school stands for, and aroused to the

necessity of endowing the educator with sufficient equipment properly to perform his

task.

I believe that education thus conceived marks the most perfect and intimate union of

science and art conceivable in human experience.

I believe that the art of thus giving shape to human powers and adapting them to social

service, is the supreme art; one calling into its service the best of artists; that no insight,

sympathy, tact, executive power, is too great for such service.

I believe that with the growth of psychological service, giving added insight into

individual structure and laws of growth; and with growth of social science, adding to our

knowledge of the right organization of individuals, all scientific resources can be utilized

for the purposes of education.

I believe that when science and art thus join hands the most commanding motive for

human action will be reached; the most genuine springs of human conduct aroused and

the best service that human nature is capable of guaranteed.

I believe, finally, that the teacher is engaged, not simply in the training of individuals, but

in the formation of the proper social life.

I believe that every teacher should realize the dignity of his calling; that he is a social

servant set apart for the maintenance of proper social order and the securing of the right

social growth.

I believe that in this way the teacher always is the prophet of the true God and the usherer

in of the true kingdom of God.

This piece has been reproduced here on the understanding that it is not subject to any

copyright restrictions, and that it is, and will remain, in the public domain.

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