Democracy and Education · Chapter
Nature as Supplying the Aim explained
This chapter examines the educational aim of 'following nature,' particularly as articulated by Rousseau.
What happens
This chapter examines the educational aim of 'following nature,' particularly as articulated by Rousseau. Dewey critiques the notion that nature alone provides the ultimate goal of education, arguing instead that while native capacities and instincts are foundational, they require an organized environment to be directed toward desirable ends. He distinguishes between the biological truth that unlearned capacities are the basis for growth and the political dogma that nature is inherently good and society corrupting. Dewey concludes that the aim of natural development rightly emphasizes health, physical mobility, individual differences, and the timing of interests, but warns against a passive laissez-faire approach that neglects the constructive role of intelligence and environment.
Themes in this chapter
Experience and Learning by Doing
Dewey emphasizes that native capacities are developed through active interaction with the environment, not passive waiting on nature.
Environment and Indirect Education
The chapter argues that the environment must be organized to direct natural impulses toward desirable ends, rather than leaving them alone.
Critique of Traditional Curriculum
Dewey critiques the artificiality of forcing children into grown-up standards and the neglect of individual differences in traditional schooling.
Characters to notice
- Rousseau
Dewey engages extensively with Rousseau's doctrine of following nature, analyzing his statements on education from nature, men, and things, and his political rebellion against social institutions.
- Pestalozzi
Mentioned as an educational reformer who, following Rousseau, emphasized natural principles of growth in early childhood education.
- Froebel
Noted alongside Pestalozzi for applying Rousseau's natural principles to early childhood education.
Key passages
“It does not follow that these tendencies are all desirable because they are natural; but it does follow that since they are there, they are operative and must be taken account of.”
Natural impulses are not automatically good, but they are real and influential, so educators must acknowledge and work with them rather than ignore or suppress them.
Dewey clarifies that 'following nature' does not mean uncritical acceptance of all innate tendencies.
“That artificiality against which the conception of following nature is so largely a protest, is the outcome of attempts to force children directly into the mold of grown-up standards.”
The idea of following nature rebels against the artificial practice of imposing adult norms on children without regard for their natural development.
Dewey identifies the core critique of traditional education that the 'following nature' doctrine addresses.
“The moral is not to leave them alone to follow their own 'spontaneous development,' but to provide an environment which shall organize them.”
The lesson is not to be passive, but to actively shape the environment so that natural impulses are channeled constructively.
Dewey corrects a common misinterpretation of Rousseau, emphasizing the need for intelligent environmental design.