Chinonye David

It remains only to point out (what will receive more ample attention later) that the reconstruction of experience may be social as well as personal. For purposes of simplification, we have spoken in the earlier chapters somewhat as if the education of the immature which fills them with the spirit of the social group to which they belong, were a sort of catching up of the child with the aptitudes and resources of the adult group. In static societies, societies which make the maintenance of established custom their measure of value, this conception applies in the main. But not in progressive communities.

They endeavour to shape the experiences of the young so that instead of reproducing current habits, better habits shall be formed, and thus the future adult society be an improvement on their own. Men have long had some intimation of the extent to which education may be consciously used to eliminate obvious social evils through starting the young on paths which shall not produce these ills and some idea of the extent in which education may be made an instrument of realizing the better hopes of men. But we are doubtless far from realizing the potential efficacy of education as a constructive agency for improving society, from realizing that it represents not only the development of children and youth but also of the future society of which they will be the constituents.

Education may be conceived either retrospectively or
prospectively. That is to say, it may be treated as a process of accommodating the future to the past, or as utilization of the past for a resource in a developing future. The former finds its standards and patterns in what has gone before. The mind may be regarded as a group of contents resulting from having certain things presented. In this case, the earlier presentations constitute the material to which the later is to be assimilated. Emphasis upon the value of the early experiences of immature beings is most important, especially because of the tendency to regard them as of little account.

But these experiences do not consist of externally presented material, but of the interaction of native activities with the environment which progressively modifies both the activities and the environment. The defect of the Herbartian theory of formation through presentations consists in slighting this constant interaction and change. The same principle of criticism applies to theories which find the primary subject matter of study in the cultural products—especially the literary products—of man’s history.

Isolated from their connection with the present environment in which individuals have to act, they become a kind of rival and distracting environment. Their value lies in their use to increase the meaning of the things with which we have activities to do at the present time. The idea of education advanced in these chapters is formally summed up in the idea of continuous reconstruction of experience, an idea which is marked off from education as preparation for a remote future, as unfolding, as external formation, and as a recapitulation of the past.

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