Habits and inquiry
What Dewey also does is to remind us that we are not doing things completely aimless. We establish effective habits that we more or less routinely perform. We do not reflect on everything we do because it is not required of us. It is important, for example, if the purpose is to let children make meaningful experiences in regards to science and sustainability that they establish good habits. The habit of observing phenomena; the habit of knowing how to go about it when exploring light, organisms; the habit of going to the recycling station and so on. However, our habitual actions sometimes can come off the tracks when we are confronted with yet unknown situations with other purposes and requirements. We, then, need to re-coordinate/ re-constitute our actions and collect them. We live through an experience which allows us to manage and cope with a new task or a new situation. Once again, we regain balance, the so-called equilibrium. It is this entire exploratory movement Dewey discloses in terms of an inquiry process, alternatively experimentalism (Lundegård, XXX). …show more content…
One can argue about this according to the pragmatists but never really conclusively solve it. Such issues are, therefore, cast away by the pragmatists and suggest that we instead, which is commendable in education; examine specific issues that we empirically answers. It is important, however, if you allow yourself to be guided by James (2003) to the questions we ask serves us well i.e. constructive for us. That is why James reminds us that we always have to look at the impact generated by our lived-through experiences. Thus, there is an ethical undertone in pragmatism core; the questions we ask and try to answer with the help of surveys should be enriching for us
What Dewey also does is to remind us that we are not doing things completely aimless. We establish effective habits that we more or less routinely perform. We do not reflect on everything we do because it is not required of us. It is important, for example, if the purpose is to let children make meaningful experiences in regards to science and sustainability that they establish good habits. The habit of observing phenomena; the habit of knowing how to go about it when exploring light, organisms; the habit of going to the recycling station and so on. However, our habitual actions sometimes can come off the tracks when we are confronted with yet unknown situations with other purposes and requirements. We, then, need to re-coordinate/ re-constitute our actions and collect them. We live through an experience which allows us to manage and cope with a new task or a new situation. Once again, we regain balance, the so-called equilibrium. It is this entire exploratory movement Dewey discloses in terms of an inquiry process, alternatively experimentalism (Lundegård, XXX). …show more content…
One can argue about this according to the pragmatists but never really conclusively solve it. Such issues are, therefore, cast away by the pragmatists and suggest that we instead, which is commendable in education; examine specific issues that we empirically answers. It is important, however, if you allow yourself to be guided by James (2003) to the questions we ask serves us well i.e. constructive for us. That is why James reminds us that we always have to look at the impact generated by our lived-through experiences. Thus, there is an ethical undertone in pragmatism core; the questions we ask and try to answer with the help of surveys should be enriching for us