Chapter II: Education as a Social Function - 2. The Social Environment
A being whose activities are associated with others has a social environment. What he does and what he can do depend upon the expectations, demands, approvals, and condemnations of others. A being connected with other beings cannot perform his own activities without taking the activities of others into account. For they are the indispensable conditions of the realization of his tendencies. When he moves he stirs them and reciprocally. We might as well try to imagine a business man doing business, buying and selling, all by himself, as to conceive it possible to define the activities of an individual in terms of his isolated actions. The manufacturer moreover is as truly socially guided in his activities when he is laying plans in the privacy of his own countinghouse as when he is buying his raw material or selling his finished goods. Thinking and feeling that have to do with action in association with others is as much a social mode of behavior as is the most overt coöperative or hostile act.
What we have more especially to indicate is how the social medium nurtures its immature members. There is no great difficulty in seeing how it shapes the external habits of action. Even dogs and horses have their actions modified by association with human beings; they form different habits because human beings are concerned with what they do. Human beings control animals by controlling the natural stimuli which influence them; by creating a certain environment in other words. Food, bits and bridles, noises, vehicles, are used to direct the ways in which the natural or instinctive responses of horses occur. By operating steadily to call out certain acts, habits are formed which function with the same uniformity as the original stimuli. If a rat is put in a maze and finds food only by making a given number of turns in a given sequence, his activity is gradually modified till he habitually takes that course rather than another when he is hungry.
Human actions are modified in a like fashion. A burnt child dreads the fire; if a parent arranged conditions so that every time a child touched a certain toy he got burned, the child would learn to avoid that toy as automatically as he avoids touching fire. So far, however, we are dealing with what may be called training in distinction from educative teaching. The changes considered are in outer action rather than in mental and emotional dispositions of behavior. The distinction is not, however, a sharp one. The child might conceivably generate in time a violent antipathy, not only to that particular toy, but to the class of toys resembling it. The aversion might even persist after he had forgotten about the original burns; later on he might even invent some reason to account for his seemingly irrational antipathy. In some cases, altering the external habit of action by changing the environment to affect the stimuli to action will also alter the mental disposition concerned in the action. Yet this does not always happen; a person trained to dodge a threatening blow, dodges automatically with no corresponding thought or emotion. We have to find, then, some differentia of training from education.
A clew may be found in the fact that the horse does not really share in the social use to which his action is put. Some one else uses the horse to secure a result which is advantageous by making it advantageous to the horse to perform the act—he gets food, etc. But the horse, presumably, does not get any new interest. He remains interested in food, not in the service he is rendering. He is not a partner in a shared activity. Were he to become a copartner, he would, in engaging in the conjoint activity, have the same interest in its accomplishment which others have. He would share their ideas and emotions.
Now in many cases—too many cases—the activity of the immature human being is simply played upon to secure habits which are useful. He is trained like an animal rather than educated like a human being. His instincts remain attached to their original objects of pain or pleasure. But to get happiness or to avoid the pain of failure he has to act in a way agreeable to others. In other cases, he really shares or participates in the common activity. In this case, his original impulse is modified. He not merely acts in a way agreeing with the actions of others, but, in so acting, the same ideas and emotions are aroused in him that animate the others. A tribe, let us say, is warlike. The successes for which it strives, the achievements upon which it sets store, are connected with fighting and victory. The presence of this medium incites bellicose exhibitions in a boy, first in games, then in fact when he is strong enough. As he fights he wins approval and advancement; as he refrains, he is disliked, ridiculed, shut out from favorable recognition. It is not surprising that his original belligerent tendencies and emotions are strengthened at the expense of others, and that his ideas turn to things connected with war. Only in this way can he become fully a recognized member of his group. Thus his mental habitudes are gradually assimilated to those of his group.
If we formulate the principle involved in this illustration, we shall perceive that the social medium neither implants certain desires and ideas directly, nor yet merely establishes certain purely muscular habits of action, like 'instinctively' winking or dodging a blow. Setting up conditions which stimulate certain visible and tangible ways of acting is the first step. Making the individual a sharer or partner in the associated activity so that he feels its success as his success, its failure as his failure, is the completing step. As soon as he is possessed by the emotional attitude of the group, he will be alert to recognize the special ends at which it aims and the means employed to secure success. His beliefs and ideas, in other words, will take a form similar to those of others in the group. He will also achieve pretty much the same stock of knowledge since that knowledge is an ingredient of his habitual pursuits.
The importance of language in gaining knowledge is doubtless the chief cause of the common notion that knowledge may be passed directly from one to another. It almost seems as if all we have to do to convey an idea into the mind of another is to convey a sound into his ear. Thus imparting knowledge gets assimilated to a purely physical process. But learning from language will be found, when analyzed, to confirm the principle just laid down. It would probably be admitted with little hesitation that a child gets the idea of, say, a hat by using it as other persons do; by covering the head with it, giving it to others to wear, having it put on by others when going out, etc. But it may be asked how this principle of shared activity applies to getting through speech or reading the idea of, say, a Greek helmet, where no direct use of any kind enters in. What shared activity is there in learning from books about the discovery of America?
Since language tends to become the chief instrument of learning about many things, let us see how it works. The baby begins of course with mere sounds, noises, and tones having no meaning, expressing, that is, no idea. Sounds are just one kind of stimulus to direct response, some having a soothing effect, others tending to make one jump, and so on. The sound h-a-t would remain as meaningless as a sound in Choctaw, a seemingly inarticulate grunt, if it were not uttered in connection with an action which is participated in by a number of people. When the mother is taking the infant out of doors, she says 'hat' as she puts something on the baby's head. Being taken out becomes an interest to the child; mother and child not only go out with each other physically, but both are concerned in the going out; they enjoy it in common. By conjunction with the other factors in activity the sound 'hat' soon gets the same meaning for the child that it has for the parent; it becomes a sign of the activity into which it enters. The bare fact that language consists of sounds which are mutually intelligible is enough of itself to show that its meaning depends upon connection with a shared experience.
In short, the sound h-a-t gains meaning in precisely the same way that the thing 'hat' gains it, by being used in a given way. And they acquire the same meaning with the child which they have with the adult because they are used in a common experience by both. The guarantee for the same manner of use is found in the fact that the thing and the sound are first employed in a jointactivity, as a means of setting up an active connection between the child and a grown-up. Similar ideas or meanings spring up because both persons are engaged as partners in an action where what each does depends upon and influences what the other does. If two savages were engaged in a joint hunt for game, and a certain signal meant 'move to the right' to the one who uttered it, and 'move to the left' to the one who heard it, they obviously could not successfully carry on their hunt together. Understanding one another means that objects, including sounds, have the same value for both with respect to carrying on a common pursuit.
After sounds have got meaning through connection with other things employed in a joint undertaking, they can be used in connection with other like sounds to develop new meanings, precisely as the things for which they stand are combined. Thus the words in which a child learns about, say, the Greek helmet originally got a meaning (or were understood) by use in an action having a common interest and end. They now arouse a new meaning by inciting the one who hears or reads to rehearse imaginatively the activities in which the helmet has its use. For the time being, the one who understands the words 'Greek helmet' becomes mentally a partner with those who used the helmet. He engages, through his imagination, in a shared activity. It is not easy to get the full meaning of words. Most persons probably stop with the idea that 'helmet' denotes a queer kind of headgear a people called the Greeks once wore. We conclude, accordingly, that the use of language to convey and acquire ideas is an extension and refinement of the principle that things gain meaning by being used in a shared experience or joint action; in no sense does it contravene that principle. When words do not enter as factors into a shared situation, either overtly or imaginatively, they operate as pure physical stimuli, not as having a meaning or intellectual value. They set activity running in a given groove, but there is no accompanying conscious purpose or meaning. Thus, for example, the plus sign may be a stimulus to perform the act of writing one number under another and adding the numbers, but the person forming the act will operate much as an automaton would unless he realizes the meaning of what he does.