By John R. Shook (auth.)
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Additional resources for Dewey’s Social Philosophy: Democracy as Education
Shook 2014 30 DEWEY’S SOCIAL PHILOSOPHY some sort of resolution or another. Learning is not merely the use of a set of mental skills. The most important kind of learning, essential to the progress of human intelligence, has been the deliberate effort to develop the stages of learning, which can only occur during actual problem-solving. Culture is maintained through the careful emulation of adult skills by youth of the next generation. Culture can be advanced by individual creativity proving worthy of imitation by others.
Means can turn out to be insufficient or have other unexpected bad consequences. The enjoyment of the attained object may have unforeseen negative consequences. Values naturally compete, since one plan of action will obstruct many others and not all enjoyments can be had all at once. Values are created by inquiry, and can be altered by further inquiry. Indeed, rarely do values remain stable for long, largely because human inquiry into values always brings experimentation and sometimes produces progress.
Dewey formed his philosophy in Chicago from 1894 to 1904, during a turn-ofthe century period when his city and many others absorbed hundreds of thousands of immigrants. American intellectuals tended to accept a forced choice, to advocate either integration or assimilation. Dewey advocated only what can be labeled “functional” integration, and not assimilation. Functional integration aims at enabling all immigrants to function well as both workers and as citizens in a new home country. Immigrants should learn some English, be able to vote, understand their civil rights, use their labor skills, and take advantage of economic opportunities.
Dewey’s Social Philosophy: Democracy as Education by John R. Shook (auth.)