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34. Bourdieu, Logic of Practice, 54. 35. Bourdieu, Logic of Practice, 54. 36. Bourdieu, Logic of Practice, 59. 37. Bourdieu, Logic of Practice, 53; see also 59. 38. Dewey, Human Nature and Conduct, 40–41. 39. Dewey, Human Nature and Conduct, 25. Chapter Three A Historical Look at the Making of Race From physical education classes to chemistry labs, students learn to identify and sort groups from an early age. Often, racial differences play a role in group selection. An elementary art project reveals an interesting example.
They can be changed in ways that change the subject and, through transaction, can effect change in the world as well. The heart of agency lies in the process of acquiring new habits and changing old ones, as I detail in chapter 5. Even when revealed as problematic (perhaps because they are oppressive, unjust, or outdated), habits cannot be simply dropped. Because the subject is constituted and enabled by cultural structures and norms, we should not try to overthrow habits entirely (as though we could be freed from them) but rather rework them in liberating ways.
Dewey, Human Nature and Conduct, 67. 21. Dewey, Human Nature and Conduct, 25. 22. Dewey, Human Nature and Conduct, 53. 23. Steven A. Fesmire, “Educating the Moral Artist: Dramatic Rehearsal in Moral Education,” Studies in Philosophy and Education 13, no. 3–4 (1994–95): 216. 24. Dewey, Democracy and Education, 48. 25. Dewey, Human Nature and Conduct, 52. 26. Dewey, Human Nature and Conduct, 42. 27. Dewey, Human Nature and Conduct, 42. 28. Dewey, Human Nature and Conduct, 66. 29. I grant that such an experience could be only temporary, for the dissonance with the environment that would be produced would almost certainly eventually cast the faulty habit into doubt, according to Dewey.