Chapter Sixteen
Some General Conclusions
We shall conclude our survey of how we think and how we should think by presenting some factors of thinking which should balance each other, but which constantly tend to become so isolated that they work against each other instead of cooperating to make reflective inquiry efficient.
§ 1. The Unconscious and the Conscious
The understood as the unconsciously assumed
It is significant that one meaning of the term understood is something so thoroughly mastered, so completely agreed upon, as to be assumed; that is to say, taken as a matter of course without explicit statement. The familiar "goes without saying" means "it is understood." If two persons can converse intelligently with each other, it is because a common experience supplies a background of mutual understanding upon which their respective remarks are projected. To dig up and to formulate this common background would be imbecile; it is "understood"; that is, it is silently supplied and implied as the taken-for-granted medium of intelligent exchange of ideas.
Inquiry as conscious formulation
If, however, the two persons find themselves at cross-purposes, it is necessary to dig up and compare the presuppositions, the implied context, on the basis of which each is speaking. The implicit is made explicit; what was unconsciously assumed is exposed to the light of conscious day. In this way, the root of the misunderstanding is removed. Some such rhythm of the unconscious and the conscious is involved in all fruitful thinking. A person in pursuing a consecutive train of thoughts takes some system of ideas for granted (which accordingly he leaves unexpressed, "unconscious") as surely as he does in conversing with others. Some context, some situation, some controlling purpose dominates his explicit ideas so thoroughly that it does not need to be consciously formulated and expounded. Explicit thinking goes on within the limits of what is implied or understood. Yet the fact that reflection originates in a problem makes it necessary at some points consciously to inspect and examine this familiar background. We have to turn upon some unconscious assumption and make it explicit.
Rules cannot be given for attaining a balance
No rules can be laid down for attaining the due balance and rhythm of these two phases of mental life. No ordinance can prescribe at just what point the spontaneous working of some unconscious attitude and habit is to be checked till we have made explicit what is implied in it. No one can tell in detail just how far the analytic inspection and formulation are to be carried. We can say that they must be carried far enough so that the individual will know what he is about and be able to guide his thinking; but in a given case just how far is that? We can say that they must be carried far enough to detect and guard against the source of some false perception or reasoning, and to get a leverage on the investigation; but such statements only restate the original difficulty. Since our reliance must be upon the disposition and tact of the individual in the particular case, there is no test of the success of an education more important than the extent to which it nurtures a type of mind competent to maintain an economical balance of the unconscious and the conscious.
The over-analytic to be avoided
The ways of teaching criticised in the foregoing pages as false "analytic" methods of instruction (ante, p. 112), all reduce themselves to the mistake of directing explicit attention and formulation to what would work better if left an unconscious attitude and working assumption. To pry into the familiar, the usual, the automatic, simply for the sake of making it conscious, simply for the sake of formulating it, is both an impertinent interference, and a source of boredom. To be forced to dwell consciously upon the accustomed is the essence of ennui; to pursue methods of instruction that have that tendency is deliberately to cultivate lack of interest.
The detection of error, the clinching of truth, demand conscious statement
On the other hand, what has been said in criticism of merely routine forms of skill, what has been said about the importance of having a genuine problem, of introducing the novel, and of reaching a deposit of general meaning weighs on the other side of the scales. It is as fatal to good thinking to fail to make conscious the standing source of some error or failure as it is to pry needlessly into what works smoothly. To over-simplify, to exclude the novel for the sake of prompt skill, to avoid obstacles for the sake of averting errors, is as detrimental as to try to get pupils to formulate everything they know and to state every step of the process employed in getting a result. Where the shoe pinches, analytic examination is indicated. When a topic is to be clinched so that knowledge of it will carry over into an effective resource in further topics, conscious condensation and summarizing are imperative. In the early stage of acquaintance with a subject, a good deal of unconstrained unconscious mental play about it may be permitted, even at the risk of some random experimenting; in the later stages, conscious formulation and review may be encouraged. Projection and reflection, going directly ahead and turning back in scrutiny, should alternate. Unconsciousness gives spontaneity and freshness; consciousness, conviction and control.
§ 2. Process and Product
Play and work again
A like balance in mental life characterizes process and product. We met one important phase of this adjustment in considering play and work. In play, interest centers in activity, without much reference to its outcome. The sequence of deeds, images, emotions, suffices on its own account. In work, the end holds attention and controls the notice given to means. Since the difference is one of direction of interest, the contrast is one of emphasis, not of cleavage. When comparative prominence in consciousness of activity or outcome is transformed into isolation of one from the other, play degenerates into fooling, and work into drudgery.
Play should not be fooling,
By "fooling" we understand a series of disconnected temporary overflows of energy dependent upon whim and accident. When all reference to outcome is eliminated from the sequence of ideas and acts that make play, each member of the sequence is cut loose from every other and becomes fantastic, arbitrary, aimless; mere fooling follows. There is some inveterate tendency to fool in children as well as in animals; nor is the tendency wholly evil, for at least it militates against falling into ruts. But when it is excessive in amount, dissipation and disintegration follow; and the only way of preventing this consequence is to make regard for results enter into even the freest play activity.
nor work, drudgery
Exclusive interest in the result alters work to drudgery. For by drudgery is meant those activities in which the interest in the outcome does not suffuse the means of getting the result. Whenever a piece of work becomes drudgery, the process of doing loses all value for the doer; he cares solely for what is to be had at the end of it. The work itself, the putting forth of energy, is hateful; it is just a necessary evil, since without it some important end would be missed. Now it is a commonplace that in the work of the world many things have to be done the doing of which is not intrinsically very interesting. However, the argument that children should be kept doing drudgery-tasks because thereby they acquire power to be faithful to distasteful duties, is wholly fallacious. Repulsion, shirking, and evasion are the consequences of having the repulsive imposed—not loyal love of duty. Willingness to work for ends by means of acts not naturally attractive is best attained by securing such an appreciation of the value of the end that a sense of its value is transferred to its means of accomplishment. Not interesting in themselves, they borrow interest from the result with which they are associated.
Balance