Democracy and Education · Chapter
Continuity Versus Dualism explained
This chapter critiques dualistic theories of knowledge that create divisions between empirical and rational knowing, subject matter and method, activity and passivity, intellect and emotion, and theory and practice.
What happens
This chapter critiques dualistic theories of knowledge that create divisions between empirical and rational knowing, subject matter and method, activity and passivity, intellect and emotion, and theory and practice. Dewey argues these dualisms originate from social divisions and are reflected in educational systems. He advocates for a philosophy of continuity, supported by advances in physiology and psychology, which shows the interconnectedness of mental and bodily activity, and emphasizes the experimental method as a unifying approach to knowledge.
Themes in this chapter
Critique of Traditional Curriculum
Dewey criticizes the separation of empirical and rational knowledge in education, such as geography versus mathematics, and the external storage model of learning.
Unity of Knowledge and Action
The chapter argues against the dualism of knowing and doing, theory and practice, advocating for continuity and the experimental method as a unifying principle.
Division of Labor and Leisure
Dewey traces dualisms like empirical vs. rational knowledge and theory vs. practice to social divisions between working and learned classes.
Characters to notice
- John Stuart Mill
Quoted regarding schools making disciples rather than inquirers.
Key passages
“The origin of these divisions we have found in the hard and fast walls which mark off social groups and classes within a group: like those between rich and poor, men and women, noble and baseborn, ruler and ruled.”
Dewey argues that dualistic philosophies arise from rigid social hierarchies and class distinctions.
This connects social structure to philosophical dualism.
“The brain is essentially an organ for effecting the reciprocal adjustment to each other of the stimuli received from the environment and responses directed upon it.”
The brain coordinates sensory input and motor output in a continuous, reciprocal process.
This illustrates Dewey's concept of continuity in mental and physical activity.
“Men still want the crutch of dogma, of beliefs fixed by authority, to relieve them of the trouble of thinking and the responsibility of directing their activity by thought.”
People prefer dogmatic beliefs to avoid the effort and responsibility of independent thinking.
Dewey critiques reliance on authority in forming beliefs.