| This thesis is an investigation of the relationship among education, human nature, human culture, and human freedom. The basic idea behind the thesis is that education is essential to realizing our freedom, where freedom is conceived positively rather than merely negatively. Specifically, through an analysis of John Dewey's view of human nature, I show that human culture is a necessary but not sufficient condition for human freedom. A surprising corollary of this argument about the relationship between human nature and human freedom is that, if left to run its natural course, human culture in fact tends not to enable but rather to preclude human freedom. Hence, there are very specific cultural practices---habits acquired through education---that are required if we are to realize our freedom. Through an analysis of the interrelationship among Dewey's conceptions of habit, growth, and mind, I show that the habits of growth that must be acquired if we are to realize our freedom are primarily habits of mind. I then examine three specific categories of habits of mind that I contend are necessary but not sufficient for human fulfilment, namely, habits of self-knowledge, self-control, and meaningful self-expression. The development of such habits is not sufficient for human fulfilment, because it is impossible to account for the contingent objective conditions that one encounters over the course of living. However, the development of such habits is necessary for human fulfilment, because, without such habits, we cannot partake in the kind of adaptive change that constitutes an effective response to our ever-changing physical and social environments. |
