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Democracy and Education: an introduction to the philosophy of education by John Dewey
page 36 of 473 (07%)
but re-direction; it shifts the activities already going on into
another channel. Unless one is cognizant of the energies which
are already in operation, one's attempts at direction will almost
surely go amiss.

On the other hand, the control afforded by the customs and
regulations of others may be short-sighted. It may accomplish
its immediate effect, but at the expense of throwing the
subsequent action of the person out of balance. A threat may,
for example, prevent a person from doing something to which he is
naturally inclined by arousing fear of disagreeable consequences
if he persists. But he may be left in the position which exposes
him later on to influences which will lead him to do even worse
things. His instincts of cunning and slyness may be aroused, so
that things henceforth appeal to him on the side of evasion and
trickery more than would otherwise have been the case. Those
engaged in directing the actions of others are always in danger
of overlooking the importance of the sequential development of
those they direct.

2. Modes of Social Direction. Adults are naturally most
conscious of directing the conduct of others when they are
immediately aiming so to do. As a rule, they have such an aim
consciously when they find themselves resisted; when others are
doing things they do not wish them to do. But the more permanent
and influential modes of control are those which operate from
moment to moment continuously without such deliberate intention
on our part.

1. When others are not doing what we would like them to or are
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