Democracy and Education · Chapter
III: Imitation and Social Psychology explained
Dewey critiques the theory that social control and mental formation arise primarily from an instinct to imitate others.
What happens
Dewey critiques the theory that social control and mental formation arise primarily from an instinct to imitate others. He argues that imitation is a misleading label for the process of participating with others in shared activities that have common consequences. True social control comes from forming mental dispositions that enable effective participation in associated activities, not from copying others' actions. Imitation of means (to achieve a purpose) is intelligent, while imitation of ends is superficial.
Themes in this chapter
Social Function of Education
Dewey argues that genuine social control is achieved through shared activities and mutual participation, not through imitation or external imposition.
Environment and Indirect Education
The chapter emphasizes how the social environment—through shared situations and unconscious confirmations—shapes mental disposition more than direct instruction or imitation.
Experience and Learning by Doing
Dewey uses the example of a ball game to illustrate that learning occurs through active participation in a shared activity, where each adapts their actions to keep the game going.
Key passages
“The basic error in the current notion of imitation is that it puts the cart before the horse. It takes an effect for the cause of the effect.”
The common theory of imitation mistakes the result (people acting alike) for the cause (an imitative instinct), when in fact the likeness arises from shared situations and common interests.
Dewey reverses the causal logic of imitation theory.
“Imitation of means of accomplishment is, on the other hand, an intelligent act. It involves close observation, and judicious selection of what will enable one to do better something which he already is trying to do.”
Copying the methods others use to achieve a goal is intelligent because it helps one improve at something they already want to do, unlike mindless mimicry of ends.
Dewey distinguishes between superficial imitation of ends and intelligent imitation of means.