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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
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Selection aims not only at simplifying but at weeding out what is undesirable.
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We can have facts without thinking but we cannot have thinking without facts.
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Like the soil, mind is fertilized while it lies fallow, until a new burst of bloom ensues.
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Education as growth or maturity should be an ever-present process.
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The premium so often put in schools upon external discipline, and upon marks and rewards, upon promotion and keeping back, are the obverse of the lack of attention given to life situations in which the meaning of facts, ideas, principles, and problems is vitally brought home.
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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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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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Every one of the constituent elements of a social group, in a modern city as in a savage tribe, is born immature, helpless, without language, beliefs, ideas, or social standards. Each individual, each unit who is the carrier of the life-experience of his group, in time passes away. Yet the life of the group goes on.
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Not perfection as a final goal, but the ever-enduring process of perfecting, maturing, refining is the aim of living.
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Without some goals and some efforts to reach it, no man can live.
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The problem of education in a democratic society is to do away with ... dualism and to construct a course of studies which makes thought a guide of free practice for all and which makes leisure a reward of accepting responsibility for service, rather than a state of exemption from it.
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An idea is a method of evading, circumventing or surmounting through reflection, obstacles that otherwise would have to be attacked by brute force.
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Experience alone cannot deliver to us necessary truths truths completely demonstrated by reason. Its conclusions are particular, not universal.
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Old ideas give way slowly for they are more than abstract logical forms and categories. They are habits, predispositions, deeply ingrained attitudes of aversion and preference.
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I believe that in this way the teacher always is the prophet of the true God and the usherer in of the true kingdom of God.
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We cannot set up, out of our heads, something we regard as an ideal society.
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Conflict is the gadfly of thought. It stirs us to observation and memory. It instigates invention. It shocks us out of sheep-like passivity, and sets us at noting and contriving…conflict is a sine qua non of reflection and ingenuity.
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Even dogs and horses have their actions modified by association with human beings they form different habits because human beings are concerned with what they do.
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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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I do not think that any thorough-going modification of college curriculum would be possible without a modification of the methods of instruction.
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