Pedagogics as a System Part 17

How is it with the animal--with the being which possesses sensibility, or feeling? This question recurs. In feeling there is a reaction, just as in the plant. This reaction is, however, in an ideal form--the reproduction of the external without a.s.similation of it--and especially is this the case in the sense of _sight_, though it is true of all forms of sensation to a less degree.

But all forms of sensibility are limited and special; they refer only to the _present_, in its forms of _here_ and _now_. The animal cannot feel what is not here and now. Even seeing is limited to what is present before it. When we reflect upon the significance of this limitation of sense-perception, we shall find that we need some higher form of self-activity still before we can realize the species in the individual, _i.e._, before we can obtain the true individual--the permanent individuality.

The defect in plant life was, that there was neither ident.i.ty of individuality in s.p.a.ce nor identify in time. The growth of the plant destroyed the individuality of the seed with which we began, so that it was evanescent in time; it served only as the starting-point for new individualities, which likewise, in turn, served again the same purpose; and so its growth in s.p.a.ce was a departure from itself as individual.

The animal is a preservation of individuality as regards s.p.a.ce. He returns into himself in the form of _feeling_ or _sensibility_; but as regards time, it is not so--feeling being limited to the present.

Without a higher activity than feeling, there is no continuity of individuality in the animal any more than in the plant. Each new moment is a new beginning to a being that has feeling, but not memory.

Thus the individuality of mere feeling, although a far more perfect realization of individuality than that found in plant life, is yet, after all, not a continuous individuality for itself, but only for the species.

In spite of the ideal self-activity which appertains to feeling, even in sense-perception, only the species lives in the animal and the individual dies, unless there be higher forms of activity.

IV.

Representation is the next form above sense-perception.

The lowest phase of representation is recollection, which simply repeats for itself a former sense-perception or series of sense-perceptions; in representation the mind is free as regards external impressions; it does not require the presence of the object, but recalls it without its own time and place; fancy and imagination are next higher than recollection, because the mind not only recalls images, but makes new combinations of them, or creates them altogether; attention is the appearance of the will in the intellect; with attention begins the separation of the transient from the variable in perception; memory is the highest form of representation; memory deals with general forms--not mere images of experience, but general types of objects of perception; memory, in this sense, is productive as well as reproductive; with memory arises language.

Here we pa.s.s over to the consideration of higher forms of intellect and will.

While mere sensation, as such, acts only in the presence of the object--reproducing (ideally), it is true, the external object, the faculty of representation is a higher form of self-activity (or of reaction against surrounding conditions), because it can recall, at its own pleasure, the ideal object. Here is the beginning of emanc.i.p.ation from the limitations of time.

The self-activity of representation can summon before it the object that is no longer present to it. Hence its activity is now a double one, for it can seize not only what is now and here immediately before it, but it can compare this present object with the past, and identify or distinguish between the two. Thus recollection or representation may become _memory_.

As memory, the mind achieves a form of activity far above that of sense-perception or mere recollection. It must be noted carefully that mere recollection or representation, although it holds fast the perception in time (making it permanent), does not necessarily const.i.tute an activity completely emanc.i.p.ated from time, nor indeed very far advanced towards it. It is only the beginning of such emanc.i.p.ation.

For mere recollection stands in the presence of the special object of sense-perception; although the object is no longer present to the senses (or to mere feeling), yet the image is present to the representative perception, and is just as much a particular here and now as the object of sense-perception. There intervenes a new activity on the part of the soul before it arrives at memory. Recollection is not memory, but it is the activity which grows into it by the aid of the activity of attention.

The special characteristics of objects of the senses are allowed to drop away, in so far as they are unessential and merely circ.u.mstantial, and gradually there arises in the mind the type--the _general form_--of the object perceived. This general form is the object of memory. Memory deals therefore with what is general, and a type, rather than with what is directly recollected or perceived.

The activity by which the mind ascends from sense-perception to memory is the activity of attention. Here we have the appearance of the will in intellectual activity. Attention is the control of perception by means of the will. The senses shall no longer pa.s.sively receive and report what is before them, but they shall choose some definite point of observation, and neglect all the rest.

Here, in the act of attention we find _abstraction_, and the greater attainment of freedom by the mind. The mind abstracts its view from the many things before it, and concentrates on one point.

Educators have for many ages noted that the habit of attention is the first step in intellectual education. With it we have found the point of separation between the animal intellect and the human. Not attention simply--like that with which the cat watches by the hole of a mouse--but attention which arrives at results of abstraction, is the distinguishing characteristic of educative beings.

Attention abstracts from some things before it and concentrates on others. Through attention grows the capacity to discriminate between the special, particular object and its general type. Generalization arises, but not what is usually called generalization--only a more elementary form of it. Memory, as the highest form of representation--distinguishing it from mere recollection, which reproduces only what has been perceived--such memory deals with the general forms of objects, their continuity in time. Such activity of memory, therefore, does not reproduce mere images, but only the concepts or general ideas of things, and therefore it belongs to the stage of mind that uses language.

V.

Language marks the arrival at the stage of thought--at the stage of the perception of universals--hence at the possibility of education; language fixes the general types which the productive memory forms; each one of these types, indicated by a word, stands for a possible infinite of sense-perceptions or recollections; the word _tree_ stands for all the trees that exist, and for all that have existed or will exist. Animals do not create for themselves a new world of general types, but deal only with the first world of particular objects; hence they are lost in the variety and multiplicity of continuous succession and difference. Man's sense-perception is with memory; hence always a recognition of the object as not wholly new, but only as an example of what he is mostly familiar with. Intellectual education has for its object the cultivation of reflection; reflection is the Platonic "Reminiscence," which retraces the unconscious processes of thought

Language is the means of distinguishing between the brute and the human--between the animal soul, which has continuity only in the species (which pervades its being in the form of _instinct_), and the _human_, soul, which is immortal, and possessed of a capacity to be educated.

There is no language until the mind can perceive general types of existence; mere proper names nor mere exclamations or cries do not const.i.tute language. All words that belong to language are significative--they "_express_" or "_mean_" something--hence they are conventional symbols, and not mere individual designations. Language arises only through common consent, and is not an invention of one individual. It is a product of individuals acting together as a community, and hence implies the ascent of the individual into the species. Unless an individual could ascend into the species he could not _understand_ language. To know words and their meaning is an activity of divine significance; it denotes the formation of universals in the mind--the ascent above the here and now of the senses, and above the representation of mere images, to the activity which grasps together the general conception of objects, and thus reaches beyond what is transient and variable.

Doubtless the n.o.bler species of animals possess not only sense-perception, but a considerable degree of the power of representation. They are not only able to recollect, but to imagine or fancy to some extent, as is evidenced by their dreams. But that animals do not generalize sufficiently to form for themselves a new objective world of types and general concepts, we have a sufficient evidence in the fact that they do not use words, or invent conventional symbols.

With the activity of the symbol-making form of representation, which we have named Memory, and whose evidence is the invention and use of language, the true form of individuality is attained, and each individual human being, as mind, may be said to be the entire species.

Inasmuch as he can form universals in his mind, he can realize the most abstract thought; and he is conscious. Consciousness begins when one can seize the pure universal in the presence of immediate objects here and now.

The sense-perception of the mere animal, therefore, differs from that of the human being in this:--

The human being knows himself as subject that sees the object, while the animal sees the object, but does not separate himself, as universal, from the special act of seeing. To know that I am I, is to know the most general of objects, and to carry out abstraction to its very last degree; and yet this is what all human beings do, young or old, savage or civilized. The savage invents and uses language--an act of the species, but which the species cannot do without the partic.i.p.ation of the individual.

It should be carefully noted that this activity of generalization which produces language, and characterizes the human from the brute, is not the generalization of the activity of thought, so-called.

It is the preparation for thought. These general types of things are the things which thought deals with. Thought does not deal with mere immediate objects of the senses; it deals rather with the objects which are indicated by words--_i.e._, general objects.

Some writers would have us suppose that we do not arrive at general notions except by the process of cla.s.sification and abstraction, in the mechanical manner that they lay down for this purpose. The fact is that the mind has arrived at these general ideas in the process of learning language. In infancy, most children have learned such words as _is_, _existence_, _being_, _nothing_, _motion_, _cause_, _change_, _I_, _you_, _he_, etc., etc.

But the point is not the mere arrival at these ideas. Education does not concern itself with that; it does not concern itself with children who have not yet learned to talk--that is left for the nursery.

It is the process of becoming conscious of these ideas by reflection, with which we have to concern ourselves in education. Reflection is everywhere the object of education. Even when the school undertakes to teach pupils the correct method of observation--how to use the senses, as in "object-lessons"--it all means _reflective_ observation, _conscious_ use of the senses; it would put this in the place of the _nave_ spontaneity which characterizes the first stages of sense-perception.

We must not underrate these precepts of pedagogy because we find that they are not what it claims for them--_i.e._, they are not methods of first discovery, and of arrival at principles, but only methods of reflection, and of recognizing what we have already learned. We see that Plato's "Reminiscence" was a true form of statement for the perception of truths of reflection. The first knowing is utterly unconscious of its own method; the second or scientific form of knowing, which education develops, is a knowing in which the mind knows its method. Hence it is a knowing which knows its own necessity and universality.

VI.

Education presupposes the stage of mind reached in productive memory; it deals with reflection; four stages of reflection: (_a_) sensuous ideas perceive things; (_b_) abstract ideas perceive forces or elements of a process; (_c_) concrete idea perceives one process, a pantheistic first principle, persistent force; (_d_) absolute idea perceives a conscious first principle, absolute person.

We have considered in our psychological study thus far the forms of life and cognition, contrasting the phase of nutrition with that of feeling, or sensibility. We have seen the various forms of feeling in sense-perception, and the various forms of representation as the second phase of intellectual activity--the forms of recollection, fancy, imagination, attention, and memory. We draw the line between the animals capable of education and those not capable of it, at the point of memory defined--not as recollection, but as the faculty of general ideas or conceptions, to which the significant words of language correspond.

With the arrival at language, we arrive at education in the human sense of the term; with the arrival at language, we arrive at the view of the world at which thought as a mental process begins. As sense-perception has before it a world of _present_ objects, so thought has before it a world of general concepts, which language has defined and fixed.

It is true that few persons are aware that language stands for a world of general ideas, and that reflection has to do with this world of universals. Hence it is, too, that so much of the so-called science of education is very crude and impractical. Much of it is materialistic, and does not recognize the self-activity of mind; but makes it out to be a correlation of physical energies--derived from the trans.m.u.tation of food by the process of digestion, and then by the brain converted into thought.

Let us consider now the psychology of thinking, or reflection, and at first in its most inadequate forms. As a human process, the knowing is always a knowing by universals--a re-cognition, and not simple apprehension, such as the animals, or such as beings have that do not use language. The process of development of stages of thought begins with sensuous ideas, which perceive mere individual, concrete, real objects, as it supposes. In conceiving these, it uses language and thinks general ideas, but it does not know it, nor is it conscious of the relations involved in such objects. This is the first stage of reflection. The world exists for it as an innumerable congeries of things, each one independent of the other, and possessing self-existence. It is the stand-point from which atomism would be adopted as the philosophic system. Ask it what the ultimate principle of existence is, and it would reply, "Atoms."

But this view of the world is a very unstable one, and requires very little reflection to overturn it, and bring one to the next basis--that of _abstract ideas_. When the mind looks carefully at the world of things, it finds that there is dependence and interdependence. Each object is related to something else, and changes when that changes. Each object is a part of a process that is going on. The process produced it, and the process will destroy it--nay, it is destroying it now, while we look at it. We find, therefore, that things are not the true beings which we thought them to be, but processes _are_ the reality. Science takes this att.i.tude, and studies out the history of each thing in its rise and its disappearance, and it calls this history the truth. This stage of thinking does not believe in _atoms_ or in _things_; it believes in _forces_ and _processes_--"abstract ideas"--because they are negative, and cannot be seen by the senses. This is the dynamic stand-point in philosophy.

Reflection knows that these abstract ideas possess more truth, more reality, than the "things" of sense-perception; the force is more real than the thing, because it outlasts a thing,--it causes things to originate, and to change, and disappear.

This stage of abstract ideas or of negative powers or forces finally becomes convinced of the essential unity of all processes and of all forces; it sets up the doctrine of the _correlation of forces_, and believes that persistent force is the ultimate truth, the fundamental reality of the world. This we may call a concrete idea, for it sets up a principle which is the origin of all things and forces, and also the destroyer of all things, and hence more real than the world of things and forces; and because this idea, when carefully thought out, proves to be the idea of self-determination--self-activity.

Persistent force, as taught us by the scientific men of our day, is the sole ultimate principle, and as such it gives rise to all existence by its self-activity, for there is nothing else for it to act upon. It causes all origins, all changes, and all evanescence. It gives rise to the particular forces--heat, light, electricity, magnetism, etc.--which in their turn cause the evanescent forms which sense-perception sees as "things."

We have described three phases:--

I. Sensuous Ideas perceive "things."

II. Abstract Ideas perceive "forces."

III. Concrete Idea perceives "persistent force."

In this progress from one phase of reflection to another, the intellect advances to a deeper and truer reality[14] at each step.

Sense-ideas which look upon the world as a world of independent objects, do not cognize the world truly. The next step, abstract ideas, cognizes the world as a process of forces, and "things" are seen to be mere temporary equilibria in the interaction of forces; "each thing is a bundle of forces." But the concrete idea of the Persistent force sees a deeper and more permanent reality underlying particular forces. It is one ultimate force. In it all multiplicity of existences has vanished, and yet it is the source of all particular existence.

This view of the world, on the stand-point of concrete idea, is pantheistic. It makes out a one supreme principle which originates and destroys all particular existences, all finite beings. It is the stand-point of Orientalism, or of the Asiatic thought. Buddhism and Brahminism have reached it, and not transcended it. It is a necessary stage of reflection in the mind, just as much as the stand-point of the first stage of reflection, which regards the world as composed of a multiplicity of independent things; or the stand-point of the second stage of reflection, which looks upon the world as a collection of relative existences in a state of process.