How do we form a purpose for future learning opportunities? We know the importance of the participation of an individual in forming purposes that serve to direct their future learning process, but how is this done (67)? Let's begin by discussing what a purpose is not.
Dewey acknowledges that having a true purpose always begins by having some sort of impulse. When this impulse is held back from execution, it converts into a desire. However, impulses and desires do not constitute true purposes. Rather, a purpose involves looking into the future consequences of acting upon that original impulse (67).
Dewey describes the three steps in the formation of purpose as follows:
"It involves (1) observation of surrounding conditions; (2) knowledge of what has happened in similar situations in the past, a knowledge obtained partly by recollection and partly from the information, advice, and warning of those who have had a wider experience; and (3) judgment which puts together what is observed and what is recalled to see what they signify. A purpose differs from an original impulse and desire through its translation into a plan and method of action based upon foresight of the consequences of acting under given observed conditions in a certain way" (69).
Given this structure, impulses and desires act as tools of motivation for an individual. Without such impulses or desires, this process of forming purpose would not be activated. Dewey acknowledges that this is a major problem with traditional education, for it disregards that impulses and desires can be occasions "for the formation of a plan and method of activity" (71).
What does this all mean for us as educators? For me, it seems as if part of our role is to enable our students to withhold from acting on impulses and desires, so as to give them the freedom to observe their current environment, recall relevant information of value, and judge a situation based upon what the consequences of their impulses may be if they act upon them. As Dewey states, “the teacher’s business is to see that the occasion is taken advantage of,” which for me indicates a balance of control and freedom. We must control our students from acting quickly without observation and critical thinking, but we must also give them the freedom to observe and form decisions themselves. I’m not sure how this comes to pass. I'm not sure where to draw the line between freedom and control. It is once again a balancing act that entirely depends on the governing situation.
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I wonder if we might think about freedom and control in a somewhat different way with regard to interpretation of ideas, and of course in this case particular to art museums. (Some of this is related to what you're going to be getting at with VTS). Is the impulse and control around knowing what the artwork is 'supposed' to be rather than taking the time to look and consider and make our own interpretation? Do visitors want all the information right away or can we help them dwell in the uncertainty of ideas? Some how I keep coming back to slowing down and digging in deeper. I'd like to think that we can create these conditions by offering opportunities to learn more about an artwork or a technique, or an artist even, through programs that facilitate more thinking, looking, or doing.
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