Democracy and Education · Chapter
The Educational Bearings of the Conception of Development explained
This chapter argues that education is synonymous with growth, which has no end beyond itself.
What happens
This chapter argues that education is synonymous with growth, which has no end beyond itself. It critiques the view that development moves toward a fixed goal, emphasizing instead that the educational process is one of continual reorganization and transformation. The chapter warns against treating immaturity as a mere lack, against static adjustment to adult standards, and against rigid habits. It advocates for respecting the child's native powers and using them as means for further growth, citing Emerson to underscore the teacher's responsibility.
Themes in this chapter
Education as Life and Growth
Central theme: education is development, and development is life; the educational process has no end beyond itself.
Critique of Traditional Curriculum
Criticizes the view that immaturity is merely privative, that children must conform to adult standards, and that drill and external pressure are the proper methods.
Experience and Learning by Doing
Emphasizes that growth involves transforming environment and that education should organize powers to insure continued growth through living.
Characters to notice
- Emerson
Quoted at length on respecting the child, keeping his nature while training off excess, and the profound demands this places on the teacher.
Key passages
“When it is said that education is development, everything depends upon how development is conceived. Our net conclusion is that life is development, and that developing, growing, is life.”
The meaning of education as development hinges on our understanding of development itself; ultimately, life is a process of continuous growth.
Sets the foundational claim that education is not preparation for a fixed end but an ongoing process.
“Since in reality there is nothing to which growth is relative save more growth, there is nothing to which education is subordinate save more education.”
Growth is its own standard; education serves only to enable further education, not any external goal.
Reinforces the idea that education is an end in itself, not a means to an external aim.
“The true principle of respect for immaturity cannot be better put than in the words of Emerson: 'Respect the child. Be not too much his parent. Trespass not on his solitude.'”
Emerson's advice captures the proper attitude toward childhood: honor the child's nature without overbearing interference.
Uses Emerson to advocate for a balanced approach that neither suppresses nor indulges the child's impulses.