Dewey espouses a larger and more inclusive view and one that provides a partial historical framework for the current interest, especially in business and industry. There is such a thing as passionate intelligence, as ardor in behalf of light shining into the murky places of social existence, and as zeal for its refreshing and purifying effect. To say that emotions which are not fused with intelligence are blind is tautology. Intense emotion may utter itself in action that destroys institutions. The connection of emotion and imagination is not accidental.
Emotion provides the carrying impetus.
Imagination denotes that to which we are carried when the emotion is not so coarsely organic as to lead to direct overt action. To illustrate his point Dewey draws a contrast between, on the one hand, a man in a rage and a man full of resentment with, on the other hand, a man capable of imagination. Whereas the first two men spend their time flailing about or brooding, the third man, with a more refined indignation may set to work to explore imaginatively the source of a public wrong and to construct measures of remedy. Conclusion This brief discussion of only two aspects of the complex body of thought left to us by John Dewey can remind us of the importance of his body of thought and of the relevance of this thought to higher education as we move into the next century. We can benefit by rethinking the nexus of teaching, learning, instruction, and training as well as the connection between emotion and imagination in the context of our educational world.