Democracy and Education · Chapter
II: The Criteria of Good Aims explained
This chapter outlines three criteria for establishing effective educational aims: aims must grow from existing conditions, be flexible and subject to revision through action, and represent a freeing of activities rather than static ends.
What happens
This chapter outlines three criteria for establishing effective educational aims: aims must grow from existing conditions, be flexible and subject to revision through action, and represent a freeing of activities rather than static ends. Dewey contrasts externally imposed aims, which limit intelligence and separate means from ends, with experimental aims that evolve through practice and give significance to each stage of activity.
Themes in this chapter
True Aims vs. Externally Imposed Aims
Dewey distinguishes between aims that emerge from existing conditions and are flexible, and those imposed from outside, which are rigid and limit intelligence.
Key passages
“The aim set up must be an outgrowth of existing conditions. It must be based upon a consideration of what is already going on; upon the resources and difficulties of the situation.”
A valid aim arises from the actual circumstances, taking into account what is already happening and the available resources and challenges.
First criterion: aims must be grounded in present conditions.
“The aim as it first emerges is a mere tentative sketch. The act of striving to realize it tests its worth.”
An initial aim is only a rough plan; its value is tested through the effort to achieve it.
Second criterion: aims are flexible and revised through action.
“The aim must always represent a freeing of activities.”
A good aim should liberate and direct activity, not constrain it.
Third criterion: aims should enable continued, meaningful activity.