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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.

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
Freedom
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Obscures
Helping
Attitude
Welcome
Eliminates
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Democracy
Chosen
Weakens
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Create
Emotions
Totalitarian
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Responsibility
Thus
Attitudes
Support
Function
Behalf
State
Judgment
Desires
Values
Choice
Helps

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Knowledge falters when imagination clips its wings or fears to use them.
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The phrase think for one's self is a pleonasm. Unless one does it for one's self, it isn't thinking.
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How many students ... were rendered callous to ideas, and how many lost the impetus to learn because of the way in which learning was experienced by them?
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Teachers are the agents through which knowledge and skills are communicated and rules of conduct enforced.
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Mere physical growing up, mere mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required.
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Of what use, educationally speaking, is it to be able to see the end in the beginning?
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If all meanings could be adequately expressed by words, the arts of painting and music would not exist.
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Inside the modern city, in spite of its nominal political unity, there are probably more communities, more differing customs, traditions, aspirations, and forms of government or control, than existed in an entire continent at an earlier epoch.
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Selection aims not only at simplifying but at weeding out what is undesirable.
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Without the English, reason and philosophy would still be in the most despicable infancy in France.
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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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Every teacher should realize he is a social servant set apart for the maintenance of the proper social order and the securing of the right social growth. 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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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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There is no common understanding, and no community life. But in a shared activity, each person refers what he is doing to what the other is doing and vice-versa.
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A good aim surveys the present state of experience of pupils, and forming a tentative plan of treatment, keeps the plan constantly in view and yet modifies it as conditions develop. The aim, in short, is experimental, and hence constantly growing as it is tested in action.
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Men have never fully used [their] powers to advance the good in life, because they have waited upon some power external to themselves and to nature to do the work they are responsible for doing.
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Not only does social life demand teaching and learning for its own permanence, but the very process of living together educates. It enlarges and enlightens experience it stimulates and enriches imagination it creates responsibility for accuracy and vividness of statement and thought.
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