It is for educators,
together with engineers and architects, to demonstrate to the world
that while the idea of service to a political state may have the power
to accomplish large results, all productive force is artificially
sustained which is not dependent on men's desire to do creative work.
A state as we have seen, may invoke the idea of service. It might
represent the productive interests of a community if those interests
sprang from the expansive experience of a people in their creative
adventures.
In the reconstructive period educators may have their opportunity to
extend the concept that the creative process is the educative process,
or as Professor Dewey states it, the educative process is the process
of growth. The reconstruction period will be a time of formative
thought; institutions will be attacked and on the defensive; and out
of the great need of the nations there may come change. Educators will
find their opportunity as they discover conditions under which the
great enterprise of industry may be educational and as they repudiate
or oppose institutions which exclude educational factors.
It is for educators to realize first of all that there can be no
social progress while there is antagonism between growth in wealth
(which is industry) and growth in individuals (which is education);
that the fundamental antagonisms which are apparent in the current
arrangement are not between industry and education but between
education and business.
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