Learning the Habit of Learning

: In this chapter, English examines Human Nature and Conduct (1922) through the lens of Dewey’s broader theory of how humans learn. The chapter shows how Dewey’s emphasis on the productive role of uncertainty in human learning processes relates to how he differentiates between a habit as “a vital art” and a habit as “a mechanical routine.” The chapter then examines how Dewey expands his critique of traditional education by showing how traditional schooling separates habits from thought, creating mechanistic habits that do not allow for young people to learn the habit of learning – the habit to grow through encounters with difference. Using an example of classroom dialogue, English discusses how classrooms can become educational environments that foster the types of habits associated with educative growth. The chapter concludes by emphasizing that Human Nature and Conduct offers insight into not only the education of young people but also the education of grown-ups. Accordingly, adult society must construct environments for themselves that nurture thought and thereby help them develop rich perceptions of interdependencies between humans. Ultimately, the chapter provides an understanding of why making learning a habit is essential for the growth of an equitable, democratic future of education and society.