Dewey, Russell, Whitehead: Philosophers as Educators

Introduction

Introduction Robert S. Brumbaugh THE EXPLORATION OF THEORY in relation to practice is no recent invention. To Socrates and Plato in their encounters with politicians and Sophists, it seemed that inquiry must take the form ofa search for precise definitions. In the Euthyphro, for example, Socrates is convinced that if only Euthyphro, an Athenian priest and thus a public official, will give him an accurate definition of piety, Socrates can then defend himself from the charge of impiety brought against him. Through Plato's early and middle dialogues, the search for definition goes hand in hand with the conviction that when one has reached an adequate formula, there will be no difficulty in recognizing its application. Even in the middle books of the Republic, where Plato recognizes the need for practical experience to supplement theoretical studies, he seems to think that just about any sort of practice will do. In contrast to the detailed account of objectives and curriculum of his ideal Academy, the "application" is prescribed and abruptly dismissed. In his later dialogues, however, Plato recognizes that the application oftheory to practice is by no means the simple matter he had earlier thought. This is especially true in the Laws. Abstract definitions of terms need to be accompanied by examples, appeals to experience, and occasionally by special models to make their applications clear. Much Twentieth-century work in educational philosophy has carried on the project of Socrates, in his search for definitions. Where common sense and traditional techniques are lacking in precision, as they have often been in educational theory, definitions are both badly needed and hard to come by. Yet we must agree with Plato's later insight. A successful analysis of meaning and definition of such terms as "learning" or "educating" are only lexicographical exercises until their connections with practice are specified. We need models, examples, demonstrations, and sometimes even new institutions to show the xvii xviii Robert S. Brumbaugh relevant meaning of abstract statements ofgoals and definitions. Such is the task that was set for the three philosophers whose work has been detailed by Professor Hendley. Bertrand Russell's ideal for education is a double one. Where logical and scientific precision is possible, we must be devoted to its pursuit. Where it is not, we must not allow the social pressures put upon children by family, school, and community to produce credulous, superstitious, and sadistic adults. Those pressures may stem from religion, from an appeal to patriotism, from traditional customs of child training; in any case, they are most undesirable. This means that education must practice a separation of the search for what is true from an acceptance of what is generally believed. It did not mean in Russell's case that he would impose a different set ofdogmatic rules in place of the others, but that he would protect the freedom of the child to form independentjudgments about moral questions, judgments based on first-hand experience. Russell did not propose to demonstrate ortest his ideas in any standard British "public" school. Any school is, after all, a social institution; there is no way to modity it so it will embody a new idea of freedom that is antisocial or at least asociaL But given a country estate for its setting, a modest tutorial staff, some servants, and a small group of students whose parents approve the project, a demonstration of the application of his theory could be carried on. Russell did this for seven years. John Dewey defines the ideal goal of education as social effectiveness in a modern democracy, in some ways the very opposite of Russell's account. In place of formal logic Dewey puts an experimental method of inquiry. His own theoretical objection is to customs and definitions that set up sharp dualisms where in fact there is real continuity. School versus society, self versus others, theory versus practice, future paradise versus present vale oftears-all those are unrealistic and erroneous in their defined, sharp exclusiveness. What Dewey's ideas require is continuity: of kindergarten and university, school and society, science and industry, experimental methods and generally approved teaching practices. The institutional aim translates into a pilot model for public schools (taking this expression in the American sense) which will advance democracy. Notice that in addition to continuity, the theory requires unremitting evaluation, with feedback used for revision. The Laboratory School of the University of Chicago, Dewey's project, was a practical application approximating these implications of the theory. This was a...