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THE PHILOSOPHY OF EDUCATION George Herbert Mead Edited and Introduced by Gert Biesta and Daniel Tröhler Paradigm Pubfishers Boulder • London All rights reserved. No part of the publication may be transmitred or reproduced in any media or form, including electronic, mechanical, photocopy, recording, or informational storage and retrieval systems, without the express written consent of the publisher. Copyright © 2008 Paradigm Publishers Published in the United States by Paradigm Publishers, 2845 Wilderness Place, Boulder, CO 8030 l USA. Paradigm Publishers is the trade name of Birkenkamp & Company, LLC, Dean Birkenkamp, President and Publisher. Library of Congress Cataloging-in-Publication Data Mead, George Herbert, 1863-1931. The philosophy of education l George Herbert Mead ; edited and introduced by Gert Biesta and Daniel Tröhler. p. cm. lncludes bibliographical references and index. ISBN 978-1-59451-530-9 (hardcover: alk. paper) 978-1-59451-531-6 (pbk.: alk. paper) l. Education-Philosophy. L Biesta, Gert. IL Tröhler, Daniel. III. Tttle. LB14.5.M43 2008 370.l~c22 2008006683 Printed and bound in the United States of America on acid-free paper that meets the srandards of the American National Standard for Permanence ofPaper for Printed Library Materials. Designed and Typeset by Straight Creek Bookmakers. 12 Il 2 3 4 5 Contents lntroduction: George Herbert Mead and the Development of a Social Conception of Education, Gert Biesta and Daniel Tröhler Editing Principles 17 George Herbert Mead's Leetures on Philosophy of Education Leeture l: Education and the lntellectual Process of Community Life 21 Leeture 2: So-Called Education in Lower Animals Compared with Conscious Education in the Child 24 Leeture 3: Language, Communication, and Human Consciousness 29 Leeture 4: Play, Initiation, and Cult: The Origin and Development ofValue Judgments 33 Leeture 5: Cult, Magic, and Myth: A Psychological Analysis of Perception 38 Leeture 6: The Social Nature of Cult 43 Leeture 7: Psychology ofWorth and Reality, Myth and Explanation: Thinking and Social Consciousness 48 Leeture 8: Two Forms of Perception and the Aesthetic Phase of ReRective Consciousness 57 Leeture 9: The Role of the Aesthetic Object in ReRective Consciousness 62 Leeture l 0: The Aesthetic Object and the Working Image 67 Leeture 11: Expression and Emotion 71 Leeture 12: Gesture, Communication, and Consciousness of Meaning 75 Leeture 13: Cult, Myth, and Education 79 v vi Contents Leeture 14: The Three Stages of the Act and the Relationship between lntercourse and Thought 83 Leeture 15: Gesture, Conversation, and Consciousness ofMeaning 87 Leeture 16: The F unetio n of the Aesthetic Image in Thought 91 Leeture 17: Cult and Myth in Greek Society 96 Leeture 18: Myth, Community, and Education 100 Leeture 19: Greek Science and Education 103 Leeture 20: The Social Origin of Greek Science 107 Leeture 21: The Ro le of Education in the Development of Greek Science 111 Leeture 22: The Aesthetic Object and the Social Origin of Reflection 115 Leeture 23: Pythagoras, Subjective Consciousness, and Abstraction 122 Leeture 24: Abstraction and Generalization in the Thought Process 126 Leeture 25: The Role of Abstraction in Reflective Thought 130 Leeture 26: Abstraction and Magic 133 Leeture 27: The Scientific Method and Education 136 Leeture 28: Socratic Education and the Ro le of Method 140 Leeture 29: From Greek Science to Modern Science 144 Leeture 30: Bacon, Galileo, Copernicus, Newton, and the Consciousness of Method 148 Leeture 31: The Social Character of the Reflective Process 152 Leeture 32: Education, Explanation, and Science 156 Leeture 33: The Phases of the Process ofThinking: Historical and Psychological 159 Leeture 34: Science, Education, and Method: The Role of the Aesthetic Form 163 Leeture 35: The Aesthetic Form and Scientific Method 167 Leeture 36: The Stages of the Reflective Process 170 Leeture 37: Education and the Conveying of Meanings 172 Leeture 38: Language, Communication, and Meaning in Education 177 WOrks Cited by Mead 119 References 182 Index 186 About the Editors 195 INTRODUCTION George Herbert Mead and the Development of a Social Conception of Education Gert Biesta and Daniel Tröhler George Herbert Mead wasbornon February 27, 1863, in South Hadley, Mas­ sachusetts. From 1869 onwards he lived in Oberlin, Ohio, where his father, a Congregational minister, was a professor at Oberlin Theological Seminary. In 1883 Mead graduated from Oberlin College. For the next four years he worked as a teacher, railroad surveyor, and private tutor before he moved to Harvard in 1887 to study philosophy with, among others, Josiah Royce. One year later Mead enrolled at the University of Leipzig where he studied philosophy with Wilhelm Wundt, Max Heinze, and Rudolf Seydel. Earl y in 1889 hemovedon to the University of Berlin, where he studied philosophy, psychology, and education with, among others, Hermann Ebbinghaus, Wil­ helm Dilthey, and Friedrich Paulsen. In 1891, before he managed to finish his Ph.D., Mead returned to the United States to take up a teaching position at the Department of Philosophy of the U n iversity of Michigan, Ann Arbor, where he worked under the chairmanship of John Dewey. In 1894, Mead moved with Dewey to the University of Chicago, where he would continue to work until his death on April 26, 1931. Tagetherwith Charles S. Peirce, William James, and John Dewey, Mead is one of the founders of American pragmatism. Whereas Dewey and, to a l 2 lntroduction lesser extent, James had a major impact on the theory and practice of educa­ tion, Mead is most renowned for his work in philosophy and social psychology, particularly as the main source ofinspiration for symbolic interactionism-the label Herbert Blumer gave to Mead's work (Blumer 1969; Joas 1989, 235). Mead did, however, have a practical interest in education which was stimulared by his collaboration with Dewey at the U n iversity of Chicago and w h ich was part of his wider involvement in social reform in Chicago in the first decades of the twentieth century (Barry 1968; Cook 1993). Mead's only son was enrolled in Dewey's Laboratory School and for several years Mead served as president of the school's Parents' Association (Mead 1903). With his wife, Helen Castle, Mead edited Dewey's leetures on the school, which were published in 1900 as The School and Society (Dewey [1900] 1976). Mead also contributed to two educational journals, School Review (Mead 1907a) and Elementary School Teacher, of which he was an editorial board member from 1907-1909 (Mead 1907-1908a; 1907-1908b; 1908-1909b; 1908-1909c; 1908-1909d; 1908-1909e). From 1908 until1914, Mead served aschairman of the Standing Committee on Public Education of the City Club of Chicago (Mead 1912a). In this role he was actively involved in the writing of reports on the Chicago public library system, on vocational education in the Chicago public school system, and on the funding and administration of vocational education in the public schools of the state oflllinois (Mead, Wreidt, and Bogan 1912). Mead continued to play an active role in the City Club and the work of the University of Chicago Settlement until the early 1920s. During this period he was also one of the vice presidents of the Public Education Association of Chicago (Cook 1983, 99-114). Mead's active involvement in the Laboratory School and in educational and social reform in Chicago is reflected in his publications from this period, many of which deal with practical educational issues such as science education (Mead 1906a; 1906b), vocational education (Mead 1908a; 1909b; 1915), and the wider educational and social situation in Chicago (Mead 1907b; 1908b). Except for two earlier papers, one on play and education (Mead 1896) and one on the child and his environment (Mead 1898), Mead only published two more theoretical papers on education, one titled "lndustrial education, the working-man, and the school" (Mead 1908-1909a), and the other titled "The psychology of social consciousness as implied in instruction" (Mead 1910b). This, however, is not all there is to say about the significance of Mead's work for the development of a pragmatist conception of education. One important factor to hear in mind is the close relationship between Mead and Dewey. Mead and Dewey entertained a Iifelong personal friendship. In Ann Arbor and Chicago their family lives were interwoven to such an extent that, as Dewey recounted, "there was hardly a day we d id not exchange visits" (Dewey [1931] 1985, 22). With regard to their intellectual relationship there is ample evidence of the influence ofDewey on Mead (Joas 1989; Cook 1993). Mead and a Social Conception of Education 3 But Mead also had a formative impact on Dewey's thinking. In his eulogy at a memorial service for Mead in 1931, Dewey dedared that Mead's ideas on social psychology and the social interpretation of Iife and the world had worked "a revolution" in his thinking (Dewey [1931] 1985, 27) and that he disliked to think what his own thinking would have been were it not for the seminal ideas which he derived from Mead (ibid., p. 24).1 Although Mead never wrote a comprehensive treatise on education, his work contains many original insights into the process of education, to the extent that, as Renger has argued, it constitutes "a genuine philosophy of education" (Renger 1979, 44). The building blocks of this theory can be found in the artides and chapters Mead published du ring his lifetime, particularly a set of six seminal artides which were published between 1909 and 1913 (Mead 1909a; 1910a; 1910b; 1910c; 1912b; 1913) and which, according to Cook, contain "almost all the major ideas of his rnature psychology" (Cook 1993, 66). Several authors have used these and other publications to reconstruct Mead's theory of education (see p::.rticularly Renger 1977; 1979; 1980; Biesta 1994; 1998; 1999; 2005).
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