John Dewey: All Our Institutions Should All Contribute to Moral Education

John Dewey writes:

The contrast usually assumed between the period of education as one of social dependence and of maturity as one of social independence does harm. We repeat over and over that man is a social animal, and then confine the significance of this statement to the sphere in which sociality usually seems least evident, politics. The heart of the sociality of man is in education. The ida of education as preparation and of adulthood as a fixed limit of growth are two sides of the same obnoxious untruth. If the moral business of the adult as well as the young is a growing and developing experience, then the instruction that comes from social dependencies and interdependencies are as important for the adult as for the child. Moral independence for the adult means arrest of growth, isolation means induration. We exaggerate the intellectual dependence of childhood so that children are kept too much in leading strings, and then we exaggerate the independence of adult life from intimacy of contacts and communication with others. When the identity fo the moral process with the processes of specific growth is realized, the more conscious and formal education of childhood will be seen to be the most economical and efficient means of social advance and reorganization, and it will also be evident that the test of all the institutions have a meaning, a purpose. That purpose is to set free and to develop the capacities of human individuals without respect to race, sex, class or economic status. And this is all one with saying that the test of their value is the extent to which they educate every indivdiual into the full stature of his possibility. Democracy has many meanings, but if it has a moral meaning, it is found in resolving that the supreme test of all political institutions and industrial arrangements shall be the contribution they make to the all-around growth of every member of society.

From The Middle Works of John Dewey, Volume 12, 1899 – 1924: Essays, Miscellany, and Reconstruction in Philosophy Published during 1920 (Collected Works of John Dewey) (v. 12), pgs. 185-186

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About Daniel Fincke

Dr. Daniel Fincke  has his PhD in philosophy from Fordham University and spent 11 years teaching in college classrooms. He wrote his dissertation on Ethics and the philosophy of Friedrich Nietzsche. On Camels With Hammers, the careful philosophy blog he writes for a popular audience, Dan argues for atheism and develops a humanistic ethical theory he calls “Empowerment Ethics”. Dan also teaches affordable, non-matriculated, video-conferencing philosophy classes on ethics, Nietzsche, historical philosophy, and philosophy for atheists that anyone around the world can sign up for. (You can learn more about Dan’s online classes here.) Dan is an APPA  (American Philosophical Practitioners Association) certified philosophical counselor who offers philosophical advice services to help people work through the philosophical aspects of their practical problems or to work out their views on philosophical issues. (You can read examples of Dan’s advice here.) Through his blogging, his online teaching, and his philosophical advice services each, Dan specializes in helping people who have recently left a religious tradition work out their constructive answers to questions of ethics, metaphysics, the meaning of life, etc. as part of their process of radical worldview change.