. Democracy and education : an introduction to the philosophy of education . n him by others as a standard remains purely a matterof symbols which he cannot/Adequately translate into ^ knowledge is secona-handed; it is only a knowledgethat others prize unselfishness as an excellence, and esteem himin the degree in which he exhibits it. Thus there^ between a persons professed standards and his A person may be aware of the results of this strugglebetween his inclinations and his theoretical opinions; hsuffers from the conflict between doing what is reall
. Democracy and education : an introduction to the philosophy of education . n him by others as a standard remains purely a matterof symbols which he cannot/Adequately translate into ^ knowledge is secona-handed; it is only a knowledgethat others prize unselfishness as an excellence, and esteem himin the degree in which he exhibits it. Thus there^ between a persons professed standards and his A person may be aware of the results of this strugglebetween his inclinations and his theoretical opinions; hsuffers from the conflict between doing what is really dear thim and what he has learned will win the approval of of the split itself he is unaware; the result is a kind ofunconscious h)^ocrisy, an instability of disposition. Insimilar fashion, a pupil who has worked through some con-fused intellectual situation and fought his way to clearingsup obscurities in a definite outcome, appreciates the valueof clarity and definition. He has a standard which can bedepended upon. He may be trained externally to go through. 276 Philosophy of Education # certain motions of analysis and division of subject matter and may acquire information about the value of these processes as standard logical functions, but unless it somehow comes home to him at some point as an appreciation of his own, (the significance of the logical norms — so-called — remains as Wuch an external piece of information as, say, the names of I rivers in China. He may be able to recite, but the recital is \a mechanical rehearsal. It is, then, a serious mistake to regard appreciation as if itwere confined to such things as literature and pictures andmusic. Its scope is as comprehensive as the work of educationitself. •Qie^fonnMion^i^fJia^it^^ unless habits ?\re, ^\s\^ f^si^^ .3- h^bi^i^n1^jTTfKlpsj2fjI^^^and esteem, ajieffectr^ ^sf-nsf^-of ,£2[C£l^^^ There are ad-equate grounds for asserting that the premium so often putin schools upon external ^ disciplin
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