John Dewey's logical theory Part 8

CHAPTER VI

"STUDIES IN LOGICAL THEORY"

In 1903 a volume ent.i.tled _Studies in Logical Theory_, consisting of essays on logical topics by Dewey and his colleagues and pupils, was published under the auspices of the University of Chicago. In a review of this volume, Professor Pringle-Pattison remarks: "It is, indeed, most unusual to find a series of philosophical papers by different writers in which (without repet.i.tion or duplication) there is so much unity in the point of view and harmony in results. That this is so is a striking evidence of the moulding influence of Professor Dewey upon his pupils and coadjutors in the Chicago School of Philosophy."[173] It would be a needless task to review the whole volume, and attention will be confined to the essays which const.i.tute Dewey's special contribution to the undertaking. These const.i.tute the first four chapters of the volume, and are devoted to a critical examination of Lotze's logic.[174] Here, for the first time, Dewey presents in complete form the logical theory which stands as the goal of his previous endeavors, and marks the beginning of his career as a pragmatist.[175]

The first chapter of the "Studies" is devoted to a general consideration of the nature of logical theory. Dewey begins his discussion with an account of the nave view of thought, the view of the man of affairs or of the scientist, who employs ideas and reflection but has never become critical of his mental processes; who has never reflected upon reflection. "If we were to ask," he says, "the thinking of nave life to present, with a minimum of theoretical elaboration, its conception of its own practice, we should get an answer running not unlike this: Thinking is a kind of activity which we perform at specific need, just as at other need we engage in other sorts of activity."[176] While the standpoint of the nave man is usually hard to determine, there appears to be considerable justification for Dewey's statement. The common man does tend to view thinking as a special kind of activity, performed by an organ which can be 'trained,' and he is inclined to speak of education as a process of 'training the mind.'[177]

Dewey finds a large measure of truth in this nave view of thought.

Thought appears to be derivative and secondary. "It comes after something and out of something, and for the sake of something."[178] It is employed at need, and ceases to operate when not needed. "Taking some part of the universe of action, of affection, of social construction, under its special charge, and having busied itself therewith sufficiently to meet the special difficulty presented, thought releases that topic and enters upon further more direct experience."[179] There is a rhythm of practice and thought; man acts, thinks, and acts again.

The business of thought is to solve practical difficulties, such as arise in connection with the conduct of life. The purpose for which thought intervenes is to enable action to get ahead by discovering a way out of the given difficulty. Ordinarily, the transition from thought to action and the reverse is accomplished without break or difficulty.

Occasions arise, however, when thought is balked by a situation with which it is unable to deal, after repeated attempts. Critical reflection is then directed upon thought itself, and logical theory is the result.

"The general theory of reflection, as over against its concrete exercise, appears when occasions for reflection are so overwhelming and so mutually conflicting that specific adequate response in thought is blocked."[180] The purpose of logical theory is therefore a practical one, and logical theory, like ordinary reflection, is directed toward the removal of difficulties which stand in the way of the achievement of practical ends.

This description of thought and of the nature of logical theory invites suspicion by its very simplicity. n.o.body would deny that thought is linked up with practice, that the processes of life link up into one whole organic process, and that it would be a mistake to treat the cognitive processes as if they were separate from the whole. But Dewey's account of thought seems to fall into the very abstractness which he is so anxious to avoid. Experience is represented as a series of acts, att.i.tudes, or functions, which follow one another in succession.

"Thinking follows, we will say, striving, and doing follows thinking.

Each in the fulfilment of its own function inevitably calls out its successor."[181] The functions are distinct, but are united to each other, end to end, like links in a chain. They pa.s.s into and out of one another, but are not simultaneous. This description gives rise, as Bosanquet observes,[182] to a kind of dualism between thinking and the other processes of life, which is made deeper because thinking is regarded as a very special activity, which "pa.s.ses judgment upon both the processes and contents of other functions," and whose aim and work is "distinctively reconstructive or transformatory."[183]

Dewey's description of the processes of experience is undoubtedly plausible, but should not be accepted without close scrutiny of the facts. It has been held, in opposition to such a view, that the cognitive processes are so bound up with perception, feeling, willing, and doing, that they cannot be separated from the complex.[184] Or it might be held that thinking and doing are simultaneous and complementary processes, rather than successive and supplementary. Dewey does not concern himself with these possibilities, seeming to take it for granted that his interpretation is the 'natural' one. It must be said, however, that Dewey's description of thought as a process is by no means obvious and simple; thought is not easy to describe.

When we turn to logical theory, Dewey says, there are two directions which may be taken. The general features of logical theory are indicated by its origin. When ordinary thinking is impeded, an examination of the thinking function is undertaken, with the purpose of discovering its business and its mode of operation. The object of the examination is practical; to enable thinking to be carried on more effectively. If these conditions are kept in mind, logical theory will be guided into its proper channels: it will be a.s.sumed that every process of reflection arises with reference to some specific situation, and has to subserve a specific purpose dependent upon the occasion which calls it forth.

Logical theory will determine the conditions which arouse thought, the mode of its operation, and the testing of its results. Such a logic, being true to the problems set for it by practical needs, is in no danger of being lost in generalities.

But there is another direction which logical theory sometimes takes, unmindful of the conditions imposed by its origin. This is the epistemological direction. Epistemological logic concerns itself with the relation of thought at large to reality at large. It a.s.sumes that thought is a self-contained activity, having no vital connection with the world which is to be known. Such a logic can never be fruitful, for it has lost sight of its purpose in the formulation of its problem.

Dewey is quite right in opposing a conception of thought which makes it a self-contained activity, having no vital connection with other life processes. Few recent thinkers have been guilty of that error. Lotze, to be sure, made the mistake of separating thought from the reality to be known, and therefore serves as a ready foil for Dewey's criticism. But Lotze's age is past and gone.

When the abstract conception of thought is set aside, and it is agreed that thought must be treated as a process among the processes of experience, there is still room for divergence of opinion as to the exact manner in which thought is related to other functions. Dewey's logical theory, as outlined above, depends upon a very special interpretation of the place which thought occupies in experience. For this reason he considers logic to be inseparable from psychology.

"Psychology ... is indispensable to logical evaluation, the moment we treat logical theory as an account of thinking as a mode of adaptation to its own generating conditions, and judge its validity by reference to its efficiency in meeting its problems."[185] Psychology, in other words, must substantiate Dewey's account of thought, else his 'logic'

has no foundation. But if it were held that the cognitive processes cannot be separated (except by abstraction for psychological purposes) from other processes, there could manifestly be no such logical problem as Dewey has posited. Logic would be freed from reliance upon psychology. In this case, logical inquiry would be directed to the study of concepts, forms of judgment, and methods of knowledge, with the purpose of determining their relations, proper applications, and spheres of relevance. Logic would be a 'criticism of categories' rather than a criticism of the function of thinking. Dewey recognizes that such a study of method might be useful, but holds that it would be subsidiary to the larger problems of logic. "The distinctions and cla.s.sifications that have been acc.u.mulated in 'formal' logic are relevant data; but they demand interpretation from the standpoint of use as organs of adjustment to material antecedents and stimuli."[186] It will be seen that the treatment of the forms of thought as "organs of adjustment" makes logic subsidiary to psychology, necessarily and completely. All follows, however, from the original a.s.sumption that thought is a special activity, clearly distinguishable from other experienced processes, and possessing a special function of its own.

In his further a.n.a.lysis of logical theory, Dewey states that it has two phases, one general and one specific. The general problem concerns the relations of the various functions of experience to one another; how they give rise to each other, and what is their order of succession.

This wider logic is identified with philosophy in general.[187] The specific phase of logic, logic proper, concerns itself with the function of knowing as such, inquiring into its typical behavior, occasion of operation, divisions of labor, content, and successful employment. Dewey indicates the danger of identifying logic with either of these to the exclusion of the other, or of supposing that they can be finally isolated from one another. "It is necessary to work back and forth between the larger and the narrower fields."[188]

Why is it necessary to make such a distinction at all? And why necessary to move back and forth between the two provisional standpoints? Dewey might answer by the following a.n.a.logy: The thought function may be studied, first of all, as a special organ, as an anatomist might study the structure of any special organ of the body; but in order to understand the part played by this member in the organism as a whole, it would be necessary to adopt a wider view, so that its place in the system could be determined. This is probably what Dewey means by his two standpoints. He says: "We keep our paths straight because we do not confuse the sequential, efficient, and functional relations.h.i.+p of types of experience with the contemporaneous, correlative, and structural distinctions of elements within a given function."[189] The first objection to be made to this treatment of thought is that it makes knowing the activity of a special organ, like liver or lungs. If this objection is surmounted, there remains another from the side of general method. The biologist not only studies the particular organs as to their structure and their relations.h.i.+ps within the body, but he has a view of the body as a whole, of its general end and purpose. His study of the particular organ is in part determined by his knowledge of the relations between body and environment. But experience as a whole cannot be treated like a body, because it has no environment. The a.n.a.logy between body and its processes and experience and its processes breaks down, therefore, at a vital point. Dewey's genetic interpretation gains in plausibility when the human body, and not the whole of experience, is taken as the ground upon which the 'functions' are to be explained, for the body has an environment and purposes in relation to that environment. Experience as a whole possesses no such external reference.

It will be seen that Dewey's interpretation of the function of knowing is not as empirical as it proposes to be. Its underlying conceptions are biological in character, and these conceptions are brought ready-made to the study of thought. Logical theory does not arise naturally and spontaneously from a study of the facts of mind, but the facts are aligned and interpreted in terms of categories selected in advance.

Empiricism develops its theories in connection with facts, but rationalism (in the bad sense of the word) fits the facts into prepared theories. Dewey's treatment of thought is, after all, more rationalistic than empirical.

To sum up Dewey's conclusions so far: Logic is the study of the function of knowing in relation to the other functions of experience. The wider logic distinguishes the function of knowing from other activities, and discovers its general purpose; the narrower logic examines the function of knowing in itself, with the object of determining its structure and operation. The aim of logic as a whole is to understand the operations of the concrete activity called knowing, with the purpose of rendering it more efficient. This concrete treatment of thought contrasts sharply with the 'epistemological' method, which sets thought over against the concrete processes of experience, and thus generates the false problem of the relation of thought in general to reality in general.

Having stated his position, we might expect Dewey, in the course of the next three chapters, to enter upon a consideration of one phase or other of his logic. On the contrary, he proposes to take up "some of the considerations that lie on the borderland between the larger and the narrower conceptions of logical theory."[190] First, he will consider the antecedent conditions and cues of the thought-process; the conditions which lead up to and into the function of knowing. These conditions lie between the thought-process and the preceding function (in order of time), and are therefore on the borderland between the wider and narrower spheres of logic.

In defining the conditions which precede and evoke thought, Dewey says: "There is always as antecedent to thought an experience of some subject-matter of the physical or social world, or organized intellectual world, whose parts are actively at war with each other--so much so that they threaten to disrupt the entire experience, which accordingly for its own maintenance requires deliberate re-definition and re-relation of its tensional parts."[191] Thought is always called into action by the whole concrete situation in which it occurs, not by any particular sensation, idea, or feeling.

The opposite interpretation of the nature of the antecedents of thought is furnished by Lotze, who makes them consist in bare impressions, 'moods of ourselves,' mere states of consciousness. Dewey is quite right in calling these bare impressions purely fict.i.tious, though the observation is by no means original. From the manner in which he approaches the study of the "antecedents of thought" it appears, however, that Dewey has something in common with Lotze. The functional theory, that is, allows a certain initial detachment of thought from reality, which must be bridged over by an empirical demonstration of its natural connection with preceding processes.

Dewey is wholly justified, again, in maintaining that thought is not a faculty set apart from reality, and that what is 'given' to thought is a coherent world, not a ma.s.s of unmeaning sensations. He recognizes his substantial agreement with the modern idealists in these matters.[192]

But the idealists, he believes, hold a const.i.tutive conception of thought which is in conflict with the empirical description of thinking as a concrete activity in time. Reality, according to this conception, is a vast system of sensations brought into a rational order by logical forms, and finite thought, in its operations, simply apprehends or discovers the infinite order of the cosmos. "How does it happen," Dewey asks, "that the absolute const.i.tutive and intuitive Thought does such a poor and bungling job that it requires a finite discursive activity to patch up its products?"[193]

Against Lotze, such an indictment has considerable force, but its applicability to modern idealism is not so obvious. Modern idealism has insisted upon an empirical treatment of thought, and has definitely surrendered the abstract sensations of the older psychologies. Nor does idealism tend to treat finite thought as a process which merely 'copies'

an eternally present nature. The issue between Dewey and the idealists is this: Does functionalism render an accurate empirical account of the nature of thought as a concrete process?

In his third chapter Dewey discusses "Thought and its Subject-matter: The Datum of Thinking." The tensional situation pa.s.ses into a thought situation, and reflection enters upon its work of restoring the equilibrium of experience. Certain characteristic processes attend the operation of thought. "The conflicting situation inevitably polarizes or dichotomizes itself. There is somewhat which is untouched in the contention of incompatibles. There is something which remains secure, unquestioned. On the other hand, there are elements which are rendered doubtful and precarious."[194] The unquestioned element is the _datum_; the uncertain element, the _ideatum_. Ideas are "impressions, suggestions, guesses, theories, estimates, etc., the facts are crude, raw, unorganized, brute."[195] There is an approximation to bare meaning on the one hand, and bare existence on the other.

The first dichotomy pa.s.ses into a second. "Once more, and briefly, both datum and ideatum may ... break up, each for itself, into physical and psychical."[196] The datum, or sense material, is all, somehow, matter and real, but one part of it turns out to have a psychical, another a physical form. Similarly, the ideatum divides into what is mere fancy, the psychical, and what is objectively valid, the physical.

These distinctions are divisions of labor within the thought-process.

"All the distinctions of the thought-function, of conception as over against sense-perception, of judgment in its various modes and forms, of inference in its vast diversity of operation--all these distinctions come within the thought situation as growing out of a characteristic antecedent typical formation of experience...."[197] Great confusion results in logical theory, Dewey believes, when it is forgotten that these distinctions are valid only within the thought process. Their order of occurrence within the thought process must also be observed, if confusion is to be prevented. Datum and ideatum come first, psychical and physical next in order. "Thus the distinction between subjectivity and objectivity is not one between meaning as such and datum as such. It is a specification that emerges, correspondently, in _both_ datum and ideatum, as affairs of the direction of logical movement. That which is left behind in the evolution of accepted meaning is characterized as real, but only in a psychical sense; that which is moved toward is regarded as real in an objective, cosmic sense."[198]

Dewey does well to call attention to the limitations of these categories, which cannot, indeed, be treated as absolute without serious error. It may be questioned, however, whether their limitations are of the precise nature which he describes. All depends upon the initial conception of the nature of thought. From Dewey's standpoint, these categories are 'tools of a.n.a.lysis' which function only within the thinking process; but his description of the function of knowing may be questioned, in which case his instrumental view of the concepts is rendered meaningless. A logical, as distinct from a psychological, treatment of the concepts mentioned, would show that their validity is limited to a certain 'sphere of relevance;' that they are applicable within a certain context and to a particular subject-matter. The danger of indiscriminate use of the categories would be avoided by the logical criticism even better, perhaps, than by Dewey's method.

The discussion in Dewey's fourth and last chapter, concerning "The Content and Object of Thought," hinges upon a detailed criticism of Lotze's position, which cannot be presented here. The general bearing of the discussion, however, may be indicated. "To regard," says Dewey, "the thought-forms of conception, judgment, and inference as qualifications of 'pure thought, apart from any difference in objects,' instead of as successive dispositions in the progressive organization of the material (or objects) is the fallacy of rationalism."[199]

Pure thought, of course, cannot be defended. At the same time, Dewey, like Lotze, tends to regard thought as a special function with a 'content' of its own. If thought is regarded as a special kind of process, having its own content in the way of instrumental concepts, the question inevitably arises: How shall these forms be employed to reach truth? How apply them correctly to the matter in hand?

Dewey answers that the forms and hypotheses of thought, like the tools and scaffoldings for its operations, are especially designed for the labor which they have to perform. "There is no miracle in the fact that tool and material are adapted to each other in the process of reaching a valid conclusion.... Each has been slowly evolved with reference to its fit employ in the entire function; and this evolution has been checked at every point by reference to its own correspondent."[200]

It is no doubt true that established conceptions, no less than temporary hypotheses, have been evolved in connection with, as a feature or part of, the subject-matter to which they pertain. But it is quite another thing to say that these evolved forms belong to thought, if by thought be meant the functional activity of Dewey's description. Dewey stresses the relevance of these forms to the thought-process, rather than their relevance to a particular sphere of discourse. His purpose is to show that distinctions which are valid within the process of knowing are not valid elsewhere, and the net result is to limit the faculty of thought as a whole, as well as the forms of thought.

This result reveals itself most clearly in his discussion of the test of truth. "In that sense the test of reality is beyond thought, as thought, just as at the other limit thought originates out of a situation which is not reflectional in character. Interpret this before and beyond in a historic sense, as an affair of the place occupied and role played by thinking as a function in experience in relation to other functions, and the intermediate and instrumental character of thought, its dependence upon unreflective antecedents for its existence, and upon a consequent experience for its test of final validity, becomes significant and necessary."[201] This notion that the test of thought must be external to thought depends directly upon the doctrine that thought is a special activity of the kind heretofore described. It results from the occasionalism attributed by Dewey to the thinking process.

If the truth or falsity of an idea is not discovered by thought, then by what faculty might it be discovered? Perhaps by experience as a whole or in general. Dewey, on occasion, speaks as follows: "Experience is continually integrating itself into a wholeness of coherent meaning deepened in significance by pa.s.sing through an inner distraction in which by means of conflict certain contents are rendered partial and hence objectively conscious."[202] Perhaps Dewey means to say that truth is determined by this cosmic automatism. It is confusing, however, to be told in one moment that thought transforms experience, and in another that experience transforms itself.

Experience, not reflection, is, then, the test of truth and thought.

Such a statement would not be possible, except in connection with a psychology which deliberately sets experience over against reflection, making the latter a peculiar, although dependent, process. Lotze, indeed, makes the separation of thought from experience quite complete.

Dewey attempts to bring them together by his psychological method, but does not completely succeed. In the meantime modern idealism has suggested that thought and experience are merely parts of one general process, constantly operating in conjunction. To one who believes that the various processes or 'functions' of experience const.i.tute a single organ of life, the proposition that experience, rather than reflection, is the judge of truth, becomes meaningless.

In an essay on "The Logical Conditions of a Scientific Treatment of Morality" in another volume of the Chicago Publications of 1903,[203]

Dewey presents a positive statement of his logical theory which is an excellent supplement to the critical study of Lotze.

Science, Dewey remarks in introducing this essay, is a systematized body of knowledge. Knowledge may be taken either as a body of facts or as a process of arranging a body of facts; as results or the acquiring of results. The latter phase of science is the more important. "As used in this article, 'scientific' means regular methods of controlling the formation of judgments regarding some subject-matter."[204] In the scientific att.i.tude, beliefs are looked upon as _conclusions_, and as conclusions they look in two directions. They look backward towards the ground from which they are empirically derived, and which renders them valid, and they look forward, as meaning, to being the ground from which further conclusions can be deduced. "So far as we engage in this procedure, we look at our respective acts of judging not as independent and detached, but as an interrelated system, within which every a.s.sertion ent.i.tles us to other a.s.sertions (which must be carefully deduced since they const.i.tute its meaning) and to which we are ent.i.tled only through other a.s.sertions (so that they must be carefully searched for). 'Scientific' as used in this article thus means the possibility of establis.h.i.+ng an order of judgments such that each one when made is of use in determining other judgments, thereby securing control of their formation."[205]

This view of science as an order of judgments requires a special treatment of the generic ideas, the 'conclusions,' or universals of science. The individual judgment, 'This, _A_, is _B_,' expresses an ident.i.ty. But it is much better expressed in hypothetical form.

"Identification, in other words, is secure only when it can be made through (1) breaking up the a.n.a.lyzed. This of nave judgment into determinate traits, (2) breaking up the predicate into a similar combination of elements, and (3) establis.h.i.+ng uniform connection between some of the elements in the subject and some in the predicate."[206]

Ident.i.ty exists amid relevant differences, and the more intimately the system of differents is understood, the more positive is the determination of ident.i.ty. This will be recognized as the 'concrete universal' of the Hegelian logicians.

But, Dewey says, modern logicians tend to disregard judgment as act, and pay attention to it only as content. The generic ideas are studied in independence of their applications, as if this were a matter of no concern in logic. "In truth, there is no such thing as control of one content by mere reference to another content as such. To recognize this impossibility is to recognize that the control of the formation of the judgment is always through the medium of an act by which the respective contents of both the individual judgment and of the universal proposition are selected and brought into relations.h.i.+p to each other."[207] The individual act of judgment is necessary to logical theory, because the act of the individual forms the connecting link between the generic idea and the specific details of the situation.

There must be some means whereby the instrumental concept is brought to bear upon its appropriate material. "The logical process includes, as an organic part of itself, the selection and reference of that particular one of the system which is relevant to the particular case. This individualized selection and adaptation is an integral portion of the logic of the situation. And such selection and adjustment is clearly in the nature of an act."[208]

This problem of the relation of the categories to their subject-matter is an acute one for Dewey, because of limitations placed upon thought.

He decides that the idea must be, in some fas.h.i.+on, self-selective, must signify its own fitness to a given subject-matter. But it can only be self-selective by being itself in the nature of an act. It turns out that the generic idea has been evolved in connection with acts of judgment, and its own applicability is born in it. "The activity which selects and employs is logical, not extra-logical, just because the tool selected and employed has been invented and developed precisely for the sake of just such future selection and use."[209]

The logic and system of science must be embodied in the individual. He must be a good logical medium, his acts must be orderly and consecutive, and generic ideas must have a good motor basis in his organism, if he is to think successfully. This is the essence of Dewey's argument in the essay under discussion. The inference seems to be that logic cannot be separated from biology and psychology, since the act of knowing and the ideas which it employs have a physiological basis.

It is difficult to see, however, how such a standpoint could prove useful in the practical study of logic. Certainly little headway could be made toward a study of the proper use and limitations of the categories by an investigation of the human nervous system. And to what extent would physiology illuminate the problem of the relation of the generic ideas to their appropriate objects? Although Dewey decides that the relations.h.i.+p must have its ground in the motor activities of the organism, his conclusion has little empirical evidence to support it.