Reflections on Holmes and Dewey

       In chapter three of Holmes’ book, he explores the topic of the liberal arts. He explains that the question is not, “What can I do with all this stuff anyway?” but should be, “What will all this stuff do to me?” (Holmes). To Holmes, the point of liberal education is not to learn a specific skill set. It is to learn how to become adaptable, and how to be more fully human. The point is made that simple vocational skills will one day be arbitrary. For this reason, adaptability should be a focus in education along with the narrow skills. This point is displayed in current times with the rapid change in technology. New electronics are considered ancient after two or three years. Therefore, learning to be adaptable lasts longer than learning only how to do a skill.

       When describing what a liberal education is, Holmes avoids a simple list of subjects. The explanation is that a simple subject list poses the danger of producing a jack-of-all-trades. Holmes wants education to produce a whole individual, not someone who dabbles in a little bit of everything. To produce a whole person, Holmes explains that there must be an understanding of what man is. Man must learn to be rational, through reading and writing. Man also should learn history, because without it, “(people) lose the sense of their own identity, for the present and the future are what they are in relation to the past” (Holmes). Not only is understanding history necessary to avoid repeating the mistakes of the past, but history is essential to understanding the present. A knowledge of history can be compared to having a mathematical function. Without an f(x), the present is like random coordinates being plotted on a graph. With an f(x) to put the numbers into, the random numbers become something more meaningful, forming a line on a graph. Finally, Holmes explains that education should stress the importance of values. Holmes ends by explaining that a liberal arts education develops a person to be more fully human, and therefore a better Christian.

       In Dewey’s book, “How We Think,” he explains what it means to deeply reflect. According to Dewey, reflection begins when a person encounters a problem. Reflection continues when the person looks for clues that could lead to the solution. The suggestions that occur come from prior knowledge and experience. This is reminiscent of what Holmes says of learning history. There must be a past in order to have ideas for the solution of present problems. Dewey also explains that thinking beings take intentional action, rather than being subject to instinct and habit. Holmes makes a similar point, stating that humans are capable of changing the shape of the future, instead of being subject to it.

     Dewey explains that the main problem with reflection is that inferences can go wrong. He then references the works of Locke and Bacon when explaining the intrinsic and extrinsic errors that harm making sound inferences in thought. To Dewey, education must teach students to discriminate between inferences and overcome the extrinsic and intrinsic errors in their thought processes.

       Dewey then explains what it means to be logical, stating that logic is the attempt to think carefully in order to achieve the best possible result. He then explains that schools should see the relationship between psychology and logic in order to promote logical thought. Teachers should not expect children to begin with logical, adult thought. They instead should understand the logic of each stage of development and guide the student towards logical thought. At this point, an example of a good educator would be useful. Dewey spends significant time in this work explaining what an educator should avoid doing. For example, school should neither be totalitarian or completely free of attempts at reflection. He states that deep thinking should be promoted, but gives little help on how to do so. The reader must draw on other sources. Holmes’ idea of reading and writing is useful here. Holmes believes that doing these activities will help solidify understanding. Here, somewhat contrary to the whole of their respective articles, Holmes gives a method of learning to think while Dewey explains the end goal of the educator. 

       

       These pieces by Dewey and Holmes complement each other well. Throughout his writing, Dewey refers to the importance of logical thought. However, he fails to address an overall reason for reflection. The main reason he gives is that thinking well allows for freedom. Holmes explain throughout his work that the main reason for a liberal education is to become more fully human, and therefore to become a better Christian. In essence, Dewey explains the steps towards becoming a logical thinker, and Holmes explains why learning to do so is important.