CREATIVE INTELLIGENCE & Other Works on the Human Thought Process. Джон Дьюи. Читать онлайн. Newlib. NEWLIB.NET

Автор: Джон Дьюи
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progress will involve analysis of it—emphasis of the features that are significant, so that they will stand out clearly. Moreover, his own locality is not sharply marked off, neatly bounded, and measured. His experience of it is already an experience that involves sun, moon, and stars as parts of the scene he surveys; it involves a changing horizon line as he moves about; that is, even his more limited and local experience involves far-reaching factors that take his imagination clear beyond his own street and village. Connection, relationship with a larger whole, is already involved. But his recognition of these relations is inadequate, vague, incorrect. He needs to utilize the features of the local environment which are understood to help clarify and enlarge his conceptions of the larger geographical scene to which they belong. At the same time, not till he has grasped the larger scene will many of even the commonest features of his environment become intelligible. Analysis leads to synthesis; while synthesis perfects analysis. As the pupil grows in comprehension of the vast complicated earth in its setting in space, he also sees more definitely the meaning of the familiar local details. This intimate interaction between selective emphasis and interpretation of what is selected is found wherever reflection proceeds normally. Hence the folly of trying to set analysis and synthesis over against each other.

      Chapter Nine

       Meaning: Or Conceptions and Understanding

       Table of Contents

      § 1. The Place of Meanings in Mental Life

      Meaning is central

      As in our discussion of judgment we were making more explicit what is involved in inference, so in the discussion of meaning we are only recurring to the central function of all reflection. For one thing to mean, signify, betoken, indicate, or point to, another we saw at the outset to be the essential mark of thinking (see p. 8). To find out what facts, just as they stand, mean, is the object of all discovery; to find out what facts will carry out, substantiate, support a given meaning, is the object of all testing. When an inference reaches a satisfactory conclusion, we attain a goal of meaning. The act of judging involves both the growth and the application of meanings. In short, in this chapter we are not introducing a new topic; we are only coming to closer quarters with what hitherto has been constantly assumed. In the first section, we shall consider the equivalence of meaning and understanding, and the two types of understanding, direct and indirect.

      I. Meaning and Understanding

      To understand is to grasp meaning

      If a person comes suddenly into your room and calls out "Paper," various alternatives are possible. If you do not understand the English language, there is simply a noise which may or may not act as a physical stimulus and irritant. But the noise is not an intellectual object; it does not have intellectual value. (Compare above, p. 15.) To say that you do not understand it and that it has no meaning are equivalents. If the cry is the usual accompaniment of the delivery of the morning paper, the sound will have meaning, intellectual content; you will understand it. Or if you are eagerly awaiting the receipt of some important document, you may assume that the cry means an announcement of its arrival. If (in the third place) you understand the English language, but no context suggests itself from your habits and expectations, the word has meaning, but not the whole event. You are then perplexed and incited to think out, to hunt for, some explanation of the apparently meaningless occurrence. If you find something that accounts for the performance, it gets meaning; you come to understand it. As intelligent beings, we presume the existence of meaning, and its absence is an anomaly. Hence, if it should turn out that the person merely meant to inform you that there was a scrap of paper on the sidewalk, or that paper existed somewhere in the universe, you would think him crazy or yourself the victim of a poor joke. To grasp a meaning, to understand, to identify a thing in a situation in which it is important, are thus equivalent terms; they express the nerves of our intellectual life. Without them there is (a) lack of intellectual content, or (b) intellectual confusion and perplexity, or else (c) intellectual perversion—nonsense, insanity.

      Knowledge and meaning

      All knowledge, all science, thus aims to grasp the meaning of objects and events, and this process always consists in taking them out of their apparent brute isolation as events, and finding them to be parts of some larger whole suggested by them, which, in turn, accounts for, explains, interprets them; i.e. renders them significant. (Compare above, p. 75.) Suppose that a stone with peculiar markings has been found. What do these scratches mean? So far as the object forces the raising of this question, it is not understood; while so far as the color and form that we see mean to us a stone, the object is understood. It is such peculiar combinations of the understood and the nonunderstood that provoke thought. If at the end of the inquiry, the markings are decided to mean glacial scratches, obscure and perplexing traits have been translated into meanings already understood: namely, the moving and grinding power of large bodies of ice and the friction thus induced of one rock upon another. Something already understood in one situation has been transferred and applied to what is strange and perplexing in another, and thereby the latter has become plain and familiar, i.e. understood. This summary illustration discloses that our power to think effectively depends upon possession of a capital fund of meanings which may be applied when desired. (Compare what was said about deduction, p. 94.)

      II. Direct and Indirect Understanding

      Direct and circuitous understanding

      In the above illustrations two types of grasping of meaning are exemplified. When the English language is understood, the person grasps at once the meaning of "paper." He may not, however, see any meaning or sense in the performance as a whole. Similarly, the person identifies the object on sight as a stone; there is no secret, no mystery, no perplexity about that. But he does not understand the markings on it. They have some meaning, but what is it? In one case, owing to familiar acquaintance, the thing and its meaning, up to a certain point, are one. In the other, the thing and its meaning are, temporarily at least, sundered, and meaning has to be sought in order to understand the thing. In one case understanding is direct, prompt, immediate; in the other, it is roundabout and delayed.

      Interaction of the two types

      Intellectual progress a rhythm

      Our progress in genuine knowledge always consists in part in the discovery of something not understood in what had previously been taken for granted as plain, obvious, matter-of-course, and in part in the