First, the guiding role of the environment
The form of education is guidance, control or guidance. Counseling is to guide the coachee to develop in the natural direction through cooperation; Control means repression or coercion, while guidance is a relatively neutral word, which actively guides the coachee to a continuous road, rather than distracting him aimlessly. One of the meanings of guidance is to eliminate interference and concentrate on the action goal. If a person's reaction in a series of actions does not match the steps and consistency of the actions, it is necessary to introduce appropriate control.
Control is also a kind of guidance, but this guidance is not subconscious, but needs will to be completed, so it belongs to the form of power guidance. Whether it is personal self-control or external control, it contains the flavor of "power" that must be so.
Guidance is simultaneous and continuous. All guidance is only re-guidance, because everyone has his own habits and is influenced by them.
Second, the model of social guidance.
You can't use strong control, the child is strongly controlled, and you can't make him realize the meaning of things ideologically. If you don't stop him from doing experiments, such as forcing the child to leave the fire, you can't make the child aware of the danger of the fire. If the child reaches out and is burned alive, naturally he will remember later that fire can't be touched. In fact, Dewey is still emphasizing "learning by doing" here. Another educational model is the stimulation of rewards, which can usually induce children to develop in a good direction. However, material things do not affect the mind (or form ideas or beliefs). Only when children realize the importance of learning from concepts, rather than being controlled or tempted by external forces, can they cultivate inner persistence.
Three. Imitation and social psychology
There is a social psychology that society's control over individuals depends on individual models. Dewey thinks this view is wrong, putting the cart before the horse, which has caused such consequences. On the one hand, many of our behaviors are similar objectively, and not all behaviors that are the same as others are imitations. Second, different customs and habits of groups have different actual stimuli to behaviors. The third reason is that the end of imitation is superficial and has little influence on temperament, while the means of imitation is rational behavior. It involves careful observation and careful choice.
The real social control is to develop a certain psychological tendency, which is a way to understand things, events and actions, so that we can effectively participate in common activities.
Fourthly, some applications in education.
Conscious education is a specially chosen environment, and schools are such a special environment. Materials and methods based on this environment can promote the growth in a satisfactory direction. Language plays a greater role here, but it is also dangerous for schools to overemphasize the importance of language, which is not theoretical but practical. Because education is not a question of "talking" and being talked about, but a positive and constructive process. Only by establishing a normal relationship between language and common activities can the use of language be more dynamic and effective.
For schools, they should be equipped with various tools for cooperation or joint participation in activities. Only by participating in joint activities, using materials and tools in such activities and consciously referring to how others use their abilities and tools can students get social guidance. In this section, Dewey is actually emphasizing his core point of view, "learning by doing".
20 18/2/ 10
PS: Punching in the 90-day Challenge Training Camp in the University Hall (Chapter 3 1)