How We Think Part 18

[Sidenote: The pupil's responsibility for making out a reasonable case]

II. The distinctively rational phase of reflective inquiry consists, as we have already seen, in the elaboration of an idea, or working hypothesis, through conjoint comparison and contrast, terminating in definition or formulation. (_i_) So far as the recitation is concerned, the primary requirement is that the student be held responsible for working out mentally every suggested principle so as to show what he means by it, how it bears upon the facts at hand, and how the facts bear upon it. Unless the pupil is made responsible for developing on his own account the _reasonableness_ of the guess he puts forth, the recitation counts for practically nothing in the training of reasoning power. A clever teacher easily acquires great skill in dropping out the inept and senseless contributions of pupils, and in selecting and emphasizing those in line with the result he wishes to reach. But this method (sometimes called "suggestive questioning") relieves the pupils of intellectual responsibility, save for acrobatic agility in following the teacher's lead.

[Sidenote: The necessity for mental leisure]

(_ii_) The working over of a vague and more or less casual idea into coherent and definite form is impossible without a pause, without freedom from distraction. We say "Stop and think"; well, all reflection involves, at some point, stopping external observations and reactions so that an idea may mature. Meditation, withdrawal or abstraction from clamorous a.s.sailants of the senses and from demands for overt action, is as necessary at the reasoning stage, as are observation and experiment at other periods. The metaphors of digestion and a.s.similation, that so readily occur to mind in connection with rational elaboration, are highly instructive. A silent, uninterrupted working-over of considerations by comparing and weighing alternative suggestions, is indispensable for the development of coherent and compact conclusions.

Reasoning is no more akin to disputing or arguing, or to the abrupt seizing and dropping of suggestions, than digestion is to a noisy champing of the jaws. The teacher must secure opportunity for leisurely mental digestion.

[Sidenote: A typical central object necessary]

(_iii_) In the process of comparison, the teacher must avert the distraction that ensues from putting before the mind a number of facts on the same level of importance. Since attention is selective, some one object normally claims thought and furnishes the center of departure and reference. This fact is fatal to the success of the pedagogical methods that endeavor to conduct comparison on the basis of putting before the mind a row of objects of equal importance. In comparing, the mind does not naturally begin with objects _a_, _b_, _c_, _d_, and try to find the respect in which they agree. It begins with a single object or situation more or less vague and inchoate in meaning, and makes excursions to other objects in order to render understanding of the central object consistent and clear. The mere multiplication of objects of comparison is adverse to successful reasoning. Each fact brought within the field of comparison should clear up some obscure feature or extend some fragmentary trait of the primary object.

[Sidenote: Importance of types]

In short, pains should be taken to see that the object on which thought centers is _typical_: material being typical when, although individual or specific, it is such as readily and fruitfully suggests the principles of an entire cla.s.s of facts. No sane person begins to think about rivers wholesale or at large. He begins with the one river that has presented some puzzling trait. Then he studies other rivers to get light upon the baffling features of this one, and at the same time he employs the characteristic traits of his original object to reduce to order the multifarious details that appear in connection with other rivers. This working back and forth preserves unity of meaning, while protecting it from monotony and narrowness. Contrast, unlikeness, throws significant features into relief, and these become instruments for binding together into an organized or coherent meaning dissimilar characters. The mind is defended against the deadening influence of many isolated particulars and also against the barrenness of a merely formal principle. Particular cases and properties supply emphasis and concreteness; general principles convert the particulars into a single system.

[Sidenote: All insight into meaning effects generalization]

(_iv_) Hence generalization is not a separate and single act; it is rather a constant tendency and function of the entire discussion or recitation. Every step forward toward an idea that comprehends, that explains, that unites what was isolated and therefore puzzling, generalizes. The little child generalizes as truly as the adolescent or adult, even though he does not arrive at the same generalities. If he is studying a river basin, his knowledge is generalized in so far as the various details that he apprehends are found to be the effects of a single force, as that of water pushing downward from gravity, or are seen to be successive stages of a single history of formation. Even if there were acquaintance with only one river, knowledge of it under such conditions would be generalized knowledge.

[Sidenote: Insight into meaning requires formulation]

The factor of formulation, of conscious stating, involved in generalization, should also be a constant function, not a single formal act. Definition means essentially the growth of a meaning out of vagueness into _definiteness_. Such final verbal definition as takes place should be only the culmination of a steady growth in distinctness.

In the reaction against ready-made verbal definitions and rules, the pendulum should never swing to the opposite extreme, that of neglecting to summarize the net meaning that emerges from dealing with particular facts. Only as general summaries are made from time to time does the mind reach a conclusion or a resting place; and only as conclusions are reached is there an intellectual deposit available in future understanding.

[Sidenote: Generalization means capacity for application to the new]

III. As the last words indicate, application and generalization lie close together. Mechanical skill for further use may be achieved without any explicit recognition of a principle; nay, in routine and narrow technical matters, conscious formulation may be a hindrance. But without recognition of a principle, without generalization, the power gained cannot be transferred to new and dissimilar matters. The inherent significance of generalization is that it frees a meaning from local restrictions; rather, generalization _is_ meaning so freed; it is meaning emanc.i.p.ated from accidental features so as to be available in new cases. The surest test for detecting a spurious generalization (a statement general in verbal form but not accompanied by discernment of meaning), is the failure of the so-called principle spontaneously to extend itself. The essence of the general is application. (_Ante_, p.

29.)

[Sidenote: Fossilized _versus_ flexible principles]

The true purpose of exercises that apply rules and principles is, then, not so much to drive or drill them in as to give adequate insight into an idea or principle. To treat application as a separate final step is disastrous. In every judgment some meaning is employed as a basis for estimating and interpreting some fact; by this application the meaning is itself enlarged and tested. When the general meaning is regarded as complete in itself, application is treated as an external, non-intellectual use to which, for practical purposes alone, it is advisable to put the meaning. The principle is one self-contained thing; its use is another and independent thing. When this divorce occurs, principles become fossilized and rigid; they lose their inherent vitality, their self-impelling power.

[Sidenote: Self-application a mark of genuine principles]

A true conception is a _moving_ idea, and it seeks outlet, or application to the interpretation of particulars and the guidance of action, as naturally as water runs downhill. In fine, just as reflective thought requires particular facts of observation and events of action for its origination, so it also requires particular facts and deeds for its own consummation. "Glittering generalities" are inert because they are spurious. Application is as much an intrinsic part of genuine reflective inquiry as is alert observation or reasoning itself. Truly general principles tend to apply themselves. The teacher needs, indeed, to supply conditions favorable to use and exercise; but something is wrong when artificial tasks have arbitrarily to be invented in order to secure application for principles.

CHAPTER SIXTEEN

SOME GENERAL CONCLUSIONS

We shall conclude our survey of how we think and how we should think by presenting some factors of thinking which should balance each other, but which constantly tend to become so isolated that they work against each other instead of cooperating to make reflective inquiry efficient.

-- 1. _The Unconscious and the Conscious_

[Sidenote: The _understood_ as the unconsciously a.s.sumed]

It is significant that one meaning of the term _understood_ is something so thoroughly mastered, so completely agreed upon, as to be _a.s.sumed_; that is to say, taken as a matter of course without explicit statement.

The familiar "goes without saying" means "it is understood." If two persons can converse intelligently with each other, it is because a common experience supplies a background of mutual understanding upon which their respective remarks are projected. To dig up and to formulate this common background would be imbecile; it is "understood"; that is, it is silently supplied and implied as the taken-for-granted medium of intelligent exchange of ideas.

[Sidenote: Inquiry as conscious formulation]

If, however, the two persons find themselves at cross-purposes, it is necessary to dig up and compare the presuppositions, the implied context, on the basis of which each is speaking. The implicit is made explicit; what was unconsciously a.s.sumed is exposed to the light of conscious day. In this way, the root of the misunderstanding is removed. Some such rhythm of the unconscious and the conscious is involved in all fruitful thinking. A person in pursuing a consecutive train of thoughts takes some system of ideas for granted (which accordingly he leaves unexpressed, "unconscious") as surely as he does in conversing with others. Some context, some situation, some controlling purpose dominates his explicit ideas so thoroughly that it does not need to be consciously formulated and expounded. Explicit thinking goes on within the limits of what is implied or understood. Yet the fact that reflection originates in a problem makes it necessary _at some points_ consciously to inspect and examine this familiar background. We have to turn upon some unconscious a.s.sumption and make it explicit.

[Sidenote: Rules cannot be given for attaining a balance]

No rules can be laid down for attaining the due balance and rhythm of these two phases of mental life. No ordinance can prescribe at just what point the spontaneous working of some unconscious att.i.tude and habit is to be checked till we have made explicit what is implied in it. No one can tell in detail just how far the a.n.a.lytic inspection and formulation are to be carried. We can say that they must be carried far enough so that the individual will know what he is about and be able to guide his thinking; but in a given case just how far is that? We can say that they must be carried far enough to detect and guard against the source of some false perception or reasoning, and to get a leverage on the investigation; but such statements only restate the original difficulty.

Since our reliance must be upon the disposition and tact of the individual in the particular case, there is no test of the success of an education more important than the extent to which it nurtures a type of mind competent to maintain an economical balance of the unconscious and the conscious.

[Sidenote: The over-_a.n.a.lytic_ to be avoided]

The ways of teaching criticised in the foregoing pages as false "a.n.a.lytic" methods of instruction (_ante_, p. 112), all reduce themselves to the mistake of directing explicit attention and formulation to what would work better if left an unconscious att.i.tude and working a.s.sumption. To pry into the familiar, the usual, the automatic, simply for the sake of making it conscious, simply for the sake of formulating it, is both an impertinent interference, and a source of boredom. To be forced to dwell consciously upon the accustomed is the essence of ennui; to pursue methods of instruction that have that tendency is deliberately to cultivate lack of interest.

[Sidenote: The detection of error, the clinching of truth, demand conscious statement]

On the other hand, what has been said in criticism of merely routine forms of skill, what has been said about the importance of having a genuine problem, of introducing the novel, and of reaching a deposit of general meaning weighs on the other side of the scales. It is as fatal to good thinking to fail to make conscious the standing source of some error or failure as it is to pry needlessly into what works smoothly. To over-simplify, to exclude the novel for the sake of prompt skill, to avoid obstacles for the sake of averting errors, is as detrimental as to try to get pupils to formulate everything they know and to state every step of the process employed in getting a result. Where the shoe pinches, a.n.a.lytic examination is indicated. When a topic is to be clinched so that knowledge of it will carry over into an effective resource in further topics, conscious condensation and summarizing are imperative. In the early stage of acquaintance with a subject, a good deal of unconstrained unconscious mental play about it may be permitted, even at the risk of some random experimenting; in the later stages, conscious formulation and review may be encouraged. Projection and reflection, going directly ahead and turning back in scrutiny, should alternate. Unconsciousness gives spontaneity and freshness; consciousness, conviction and control.

-- 2. _Process and Product_

[Sidenote: Play and work again]

A like balance in mental life characterizes process and product. We met one important phase of this adjustment in considering play and work. In play, interest centers in activity, without much reference to its outcome. The sequence of deeds, images, emotions, suffices on its own account. In work, the end holds attention and controls the notice given to means. Since the difference is one of direction of interest, the contrast is one of emphasis, not of cleavage. When comparative prominence in consciousness of activity or outcome is transformed into isolation of one from the other, play degenerates into fooling, and work into drudgery.

[Sidenote: Play should not be fooling,]

By "fooling" we understand a series of disconnected temporary overflows of energy dependent upon whim and accident. When all reference to outcome is eliminated from the sequence of ideas and acts that make play, each member of the sequence is cut loose from every other and becomes fantastic, arbitrary, aimless; mere fooling follows. There is some inveterate tendency to fool in children as well as in animals; nor is the tendency wholly evil, for at least it militates against falling into ruts. But when it is excessive in amount, dissipation and disintegration follow; and the only way of preventing this consequence is to make regard for results enter into even the freest play activity.

[Sidenote: nor work, drudgery]

Exclusive interest in the result alters work to drudgery. For by drudgery is meant those activities in which the interest in the outcome does not suffuse the means of getting the result. Whenever a piece of work becomes drudgery, the process of doing loses all value for the doer; he cares solely for what is to be had at the end of it. The work itself, the putting forth of energy, is hateful; it is just a necessary evil, since without it some important end would be missed. Now it is a commonplace that in the work of the world many things have to be done the doing of which is not intrinsically very interesting. However, the argument that children should be kept doing drudgery-tasks because thereby they acquire power to be faithful to distasteful duties, is wholly fallacious. Repulsion, shirking, and evasion are the consequences of having the repulsive imposed--not loyal love of duty. Willingness to work for ends by means of acts not naturally attractive is best attained by securing such an appreciation of the value of the end that a sense of its value is transferred to its means of accomplishment. Not interesting in themselves, they borrow interest from the result with which they are a.s.sociated.

[Sidenote: Balance of playfulness and seriousness the intellectual ideal]

[Sidenote: Free play of mind]

[Sidenote: is normal in childhood]

The intellectual harm accruing from divorce of work and play, product and process, is evidenced in the proverb, "All work and no play makes Jack a dull boy." That the obverse is true is perhaps sufficiently signalized in the fact that fooling is so near to foolishness. To be playful and serious at the same time is possible, and it defines the ideal mental condition. Absence of dogmatism and prejudice, presence of intellectual curiosity and flexibility, are manifest in the free play of the mind upon a topic. To give the mind this free play is not to encourage toying with a subject, but is to be interested in the unfolding of the subject on its own account, apart from its subservience to a preconceived belief or habitual aim. Mental play is open-mindedness, faith in the power of thought to preserve its own integrity without external supports and arbitrary restrictions. Hence free mental play involves seriousness, the earnest following of the development of subject-matter. It is incompatible with carelessness or flippancy, for it exacts accurate noting of every result reached in order that every conclusion may be put to further use. What is termed the interest in truth for its own sake is certainly a serious matter, yet this pure interest in truth coincides with love of the free play of thought.

In spite of many appearances to the contrary--usually due to social conditions of either undue superfluity that induces idle fooling or undue economic pressure that compels drudgery--childhood normally realizes the ideal of conjoint free mental play and thoughtfulness.

Successful portrayals of children have always made their wistful intentness at least as obvious as their lack of worry for the morrow. To live in the present is compatible with condensation of far-reaching meanings in the present. Such enrichment of the present for its own sake is the just heritage of childhood and the best insurer of future growth.