CHAPTER III
EDUCATION AS DIRECTION
1. The Environment as Directive.—We now pass to one of the special forms which the general function of education assumes: namely, that of direction, control, or guidance. Of these three words, direction, control, and guidance, the last best conveys the idea of assisting through coöperation the natural capacities of the individuals guided; control conveys rather the notion of an energy brought to bear from without and meeting some resistance from the one controlled; direction is a more neutral term and suggests the fact that the active tendencies of those directed are led in a certain continuous course, instead of dispersing aimlessly. Direction expresses the basic function, which tends at one extreme to become a guiding assistance and at another, a regulation or ruling. But in any case, we must carefully avoid a meaning sometimes read into the term 'control.' It is sometimes assumed, explicitly or unconsciously, that an individual's tendencies are naturally purely individualistic or egoistic, and thus antisocial. Control then denotes the process by which he is brought to subordinate his natural impulses to public or common ends. Since, by conception, his own nature is quite alien to this process and opposes it rather than helps it, control has in this view a flavor of coercion or compulsion about it. Systems of government and theories of the state have been built upon this notion, and it has seriously affected educational ideas and practices. But there is no ground for any such view. Individuals are certainly interested, at times, in having their own way, and their own way may go contrary to the ways of others.
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