2. These methods of control are so obvious (because so intentionally employed) that it would hardly be worthwhile to mention them if it were not that notice may now be taken, by way of contrast, of the other more important and permanent mode of control. This other method resides in the ways in which persons, with whom the immature being is associated, use things; the instrumentalities with which they accomplish their own ends. The very existence of the social medium in which an individual lives, moves, and has his being is the standing effective agency of directing his activity.

This fact makes it necessary for us to examine in greater detail what is meant by the social environment. We are given to separate from each other in the physical and social environments in which we live. The separation is responsible on one hand for an exaggeration of the moral importance of the more direct or personal modes of control of which we have been speaking; and on the other hand for an exaggeration, in current psychology and philosophy, of the intellectual possibilities of contact with a purely physical environment. There is not, in fact, any such thing as the direct influence of one human being on another apart from the use of the physical environment as an intermediary. A smile, a frown, a rebuke, a word of warning or encouragement, all involve some physical change. Otherwise, the attitude of one would not get over to alter the attitude of another. Comparatively speaking, such modes of influence may be regarded as personal. The physical medium is reduced to a mere means of personal contact. In contrast with such direct modes of mutual influence, stand associations in common pursuits involving the use of things as means and as measures of results. Even if the mother never told her daughter to help her, or never rebuked her for not helping, the child would be subjected to the direction in her activities by the mere fact that she was engaged, along with the parent, in the household life. Imitation, emulation, and the need of working together enforce control.

If the mother hands the child something needed, the latter must reach the thing in order to get it. Where there is giving there must be taking. The way the child handles the thing after it is got, the use to which it is put, is surely influenced by the fact that the child has watched the mother. When the child sees the parent looking for something, it is as natural for it also to look for the object and to give it over when it finds it, as it was, under other circumstances, to receive it. Multiply such an instance by the thousand details of daily intercourse, and one has a picture of the most permanent and enduring method of giving direction to the activities of the young.

In saying this, we are only repeating what was said previously about participating in a joint activity as the chief way of forming disposition. We have explicitly added, however, the recognition of the part played in the joint activity by the use of things. The philosophy of learning has been unduly dominated by false psychology. It is frequently <a href="/forums/forum/topic/learning-outcome-benchmarks-for-primary-education-in-lagos-state/" title="Learning Outcome Benchmarks For Primary Education in Lagos State">stated that a person learns</a> by merely having the qualities of things impressed upon his mind through the gateway of the senses. Having received a store of sensory impressions, association or some power of mental synthesis is supposed to combine them into ideas—into things with a meaning. An object, stone, orange, tree, or chair, is supposed to convey different impressions of colour, shape, size, hardness, smell, taste, etc., which aggregated together constitute the characteristic meaning of each thing. But as matter of fact, it is the characteristic use to which the thing is put, because of its specific qualities, which supply the meaning with which it is identified. A chair is a thing which is put to one use; a table, a thing which is employed for another purpose; orange is a thing which costs so much, which is grown in warm climes, which is eaten, and when eaten has an agreeable odour and refreshing taste, etc.

The difference between an adjustment to a physical stimulus and a mental act is that the latter involves a response to a thing in its meaning; the former does not. A noise may make me jump without my mind being implicated. When I hear a noise and run and get water and put out a blaze, I respond intelligently; the sound meant fire, and fire meant the need of being extinguished. I bump into a stone and kick it to one side purely physically. I put it to one side for fear someone will stumble upon it, but intelligently; I respond to a meaning that the thing has. I am startled by a thunderclap whether I recognize it or not—more likely if I do not recognize it. But if I say, either out loud or to myself, that is thunder, I respond to the disturbance as a meaning. My behaviour has a mental quality. When things have a meaning for us, we mean (intend, propose) what we do: when they do not, we act blindly, unconsciously, and unintelligently.

In both kinds of responsive adjustment, our activities are directed or controlled. But in the merely blind response, the direction is also blind. There may be training, but there is no education. Repeated responses to recurrent stimuli may fix a habit of acting in a certain way. We all have many habits of whose import we are quite unaware since they were formed without our knowing what we were about. Consequently, they possess us, rather than them. They move us; they control us. Unless we become aware of what they accomplish and pass judgment upon the worth of the result, we do not control them. A child might be made to bow every time he met a certain person by pressure on his neck muscles, and bowing would finally become automatic. It would not, however, be an act of recognition or deference on his part, till he did it with a certain end in view—as having a certain meaning. And not till he knew what he was about and performed the act for the sake of its meaning could he be said to be "brought up" or educated to act in a certain way. To have an idea of a thing is thus not just to get certain sensations from it. It is to be able to respond to the thing in view of its place in an inclusive scheme of action; it is to foresee the drift and probable consequence of the action of the thing upon us and of our action upon it. To have the same ideas about things which others have, to be like-minded with them, and thus to be really members of a social group, is, therefore, to attach the same meanings to things and to acts which others attach. Otherwise, there is no common understanding and no community life. But in a shared activity, each person refers to what he is doing to what the other is doing and vice-versa. That is, the activity of each is placed in the same inclusive situation. To pull at a rope at which others happen to be pulling is not a shared or conjoint activity unless the pulling is done with the knowledge that others are pulling and for the sake of either helping or hindering what they are doing. A pin may pass in the course of its manufacture through the hands of many persons. But each may do his part without knowledge of what others do or without any reference to what they do; each may operate simply for the sake of a separate result—his own pay.
There is, in this case, no common consequence to which the several acts are referred, and hence no genuine intercourse or association, in spite of juxtaposition, and in spite of the fact that their respective doings contribute to a single outcome. But if each views the consequences of his own acts as having a bearing upon what others are doing and takes into account the consequences of their behaviour upon himself, then there is a common mind; a common intent in behaviour. There is an understanding set up between the different contributors; and this common understanding controls the action of each. Suppose that conditions were so arranged that one person automatically caught a ball and then threw it to another person who caught and automatically returned it; and that each so acted without knowing where the ball came from or went to. Clearly, such action would be without point or meaning. It might be physically controlled, but it would not be socially directed. But suppose that each becomes aware of what the other is doing, and becomes interested in the other's action and thereby interested in what he is doing himself as connected with the action of the other. The behaviour of each would then be intelligent; socially intelligent and guided. Take one more example of a less imaginary kind. An infant is hungry and cries while food is prepared in his presence. If he does not connect his own state with what others are doing, nor what they are doing with his own satisfaction, he simply reacts with increasing impatience to his own increasing discomfort. He is physically controlled by his own organic state. But when he makes a back-and-forth reference his whole attitude changes. He takes an interest, as we say; he takes notes and watches what others are doing. He no longer reacts just to his own hunger but behaves in the light of what others are doing for their prospective satisfaction. In that way, he also no longer just gives way to hunger without knowing it, but he notes, recognizes, or identifies his own state. It becomes an object for him. His attitude toward it becomes to some degree intelligent. And in such noting of the meaning of the actions of others and of his own state, he is socially directed.

It will be recalled that our main proposition had two sides. One of them has now been dealt with: namely, that physical things do not influence the mind (or form ideas and beliefs) except as they are implicated in action for prospective consequences. The other point is persons modify one another's dispositions only through the unique use they make of physical conditions. Consider first the case of so-called expressive movements to which others are sensitive; blushing, smiling, frowning, clinching of fists, and natural gestures of all kinds. In themselves, these are not expressive. They are organic parts of a person's attitude. One does not blush to show modesty or embarrassment to others, but because the capillary circulation alters in response to stimuli. But others use the blush, or a slightly perceptible tightening of the muscles of a person with whom they are associated, as a sign of the state in which that person finds himself, and as an indication of what course to pursue. The frown signifies an imminent rebuke for which one must prepare, or an uncertainty and hesitation which one must, if possible, remove by saying or doing something to restore confidence. A man at some distance is waving his arms wildly. One has only to preserve an attitude of detached indifference, and the motions of the other person will be on the level of any remote physical change which we happen to note. If we have no concern or interest, the waving of the arms is as meaningless to us as the gyrations of the arms of a windmill. But if interest is aroused, we begin to participate. We refer to his action to something we are doing ourselves or that we should do. We have to judge the meaning of his act in order to decide what to do. Is he beckoning for help? Is he warning us of an explosion to be set off, against which we should guard ourselves? In one case, his action means to run toward him; in the other case, to run away. In any case, it is the change he effects in the physical environment which is a sign to us of how we should conduct ourselves. Our action is socially controlled because we endeavour to refer what we are to do to the same situation in which he is acting.

Language is, as we have already seen (ante, p. 15) a case of this joint reference of our own action and that of another to a common situation. Hence its unrivalled significance as a means of social direction. But language would not be this efficacious instrument were it not that it takes place upon a background of coarser and more tangible use of physical means to accomplish results. A child sees persons with whom he lives using chairs, hats, tables, spades, saws, ploughs, horses, and money in certain ways. If he has any share at all in what they are doing, he is led thereby to use things in the same way or to use other things in a way which will fit in. If a chair is drawn up to a table, it is a sign that he is to sit in it; if a person extends his right hand, he is to extend his; and so on in a never-ending stream of detail. The prevailing habits of using the products of human art and the raw materials of nature constitute by all odds the deepest and most pervasive mode of social control. When children go to school, they already have "minds"—they have knowledge and dispositions of judgment which may be appealed to through the use of language. But these "minds" are the organized habits of intelligent response which they have previously required by putting things to use in connection with the way other persons use things. The control is inescapable; it saturates disposition. The net outcome of the discussion is that the fundamental means of control is not personal but intellectual. It is not "moral" in the sense that a person is moved by a direct personal appeal from others, important as is this method at critical junctures. It consists of the habits of understanding, which are set up in using objects in correspondence with others, whether by way of cooperation and assistance or rivalry and competition. Mind as a concrete thing is precisely the power to understand things in terms of the use made of them; a socialized mind is the power to understand them in terms of the use to which they are turned in joint or shared situations. And mind in this sense is the method of social control.