By David Hildebrand
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Extra resources for Dewey : a beginner's guide
Think of how we use the word ‘mind’ to signify various functions: memory (I am reminded of something); attention (I keep you in mind, or mind my place in line); purpose (I have a goal in mind); care and solicitude (I mind my child, my step); paying heed, obeying (the driver minds the stop sign). In short, ‘mind’ comprises many activities: intellectual, affectional, volitional, and purposeful. Viewing them comprehensively, as a single psychological characterization, we see that, Mind is primarily a verb.
I summarize these contrasts in Figure 1 (derived from LW1:230). I hope that Figure 1 evokes the reader’s own associations with consciousness: that flash of emotion or idea that sparkles with vivid immediacy; a surprisingly lucid transition between moments. Dewey intended the contrasts to highlight how consciousness’s bright moments are made possible because of their context; due, that is, to the persistent and pervasive system of meaning that is mind. qxp 4/21/2008 2:45 PM Page 34 34 Dewey: A Beginner’s Guide Besides pointing out contrasts, Dewey also tries to evince the meaning of consciousness by engaging the reader in reflecting upon the experience of reading a book.
So far, our discussion has been traveling up the behavioral ladder, toward greater cognitive sophistication. The foregoing accounts of impulse, perception, act, habit, and emotion now enable us to understand how sentiency, consciousness, and mind emerge organically from an environment of interacting organisms. In addition, we will also briefly consider how we reason and create aesthetically (since both are functions of conscious experience), and this will be built upon later in chapters two and six.