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As we have seen there is some kind of continuity in any case since every experience affects for better or worse the attitudes which help decide the quality of further experiences, by setting up certain preference and aversion, and making it easier or harder to act for this or that end.

John Dewey

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John Dewey
Age: 92 †
Born: 1859
Born: October 20
Died: 1952
Died: June 1
Aesthetician
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Philosopher
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Psychologist
Sociologist
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Burlington
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Dewey
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Experience
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Since
Experiences
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If a person cannot foresee the consequences of his act, and is not capable of understanding what he is told about its outcome by those with more experience, it is impossible for him to guide his act intelligently. In such a state, every act is alike to him.
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The conception of education as a social process and function has no definite meaning until we define the kind of society we have in mind.
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The teacher loses the position of external boss or dictator but takes on that of leader of group activities
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[T]he schools, through reliance upon the spur of competition and the bestowing of special honors and prizes, only build up and strengthen the disposition that makes an individual when he leaves school employ his special talents and superior skill to outwit his fellow without respect for the welfare of others
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Within even the most social group there are many relations that are not as yet social.
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The first step in freeing men from external chains was to emancipate them from the internal chains of false beliefs and ideals.
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If the eye is constantly greeted by harmonious objects, having elegance of form and color, a standard of taste naturally grows up.
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To avoid a split between what men consciously know because they are aware of having learned it by a specific job of learning, and what they unconsciously know because they have absorbed it in the formation of their characters by intercourse with others, becomes an increasingly delicate task with every development of special schooling.
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Doctrine that eliminates or even obscures the function of choice of values and enlistment of desires and emotions in behalf of those chosen weakens personal responsibility for judgment and for action. It thus helps create the attitudes that welcome and support the totalitarian state.
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Since a democratic society repudiates the principle of external authority, it must find a substitute in voluntary disposition and interest these can be created only by education.
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The intellectual content of religions has always finally adapted itself to scientific and social conditions after they have become clear.... For this reason I do not think that those who are concerned about the future of a religious attitude should trouble themselves about the conflict of science with traditional doctrines.
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Since growth is the characteristic of life, education is all one with growing it has no end beyond itself. The criterion of the value of school education is the extent in which it creates a desire for continuous growth and supplies means for making the desire effective in fact.
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The theory of the method of knowing which is advanced in these pages may be termed pragmatic. ... Only that which has been organized into our disposition so as to enable us to adapt the environment to our needs and adapt our aims and desires to the situation in which we live is really knowledge.
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Selection aims not only at simplifying but at weeding out what is undesirable.
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Schools should take an active part in directing social change, and share in the construction of a new social order
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The real process of education should be the process of learning to think through the application of real problems.
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We never educate directly, but indirectly by means of the environment. Whether we permit chance environments to do the work, or whether we design environments for the purpose makes a great difference.
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Legislation is a matter of more or less intelligent improvisation aiming at palliating conditions by means of patchwork policies.
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As a society becomes more enlightened, it realizes that it is responsible not to transmit and conserve the whole of its existing achievements, but only such as make for a better future society. The school is its chief agency for the accomplishment of this end.
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All genuine learning comes through experience.
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