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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.

John Dewey

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John Dewey
Age: 92 †
Born: 1859
Born: October 20
Died: 1952
Died: June 1
Aesthetician
Pedagogue
Philosopher
Professor
Psychologist
Sociologist
Teacher
Trade Unionist
Burlington
Vermont
Dewey
Forms
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Habit
Rejection
Attitude
Habits
Predispositions
Form
Logical
Ingrained
Give
Slowly
Aversion
Ideas
Abstract
Adoption
Giving
Acceptance
Attitudes
Way
Deeply
Preference

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A democracy is more than a form of government it is primarily a mode of associated living, of conjoint communicated experience.
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Education is not an affair of 'telling' and being told, but an active and constructive process.
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The good society was, like the good self, a diverse yet harmonious, growing yet unified whole, a fully participatory democracy in which the powers and capacities of the individuals that comprised it were harmonized by their cooperative activities into a community that permitted the full and free expression of individuality.
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When others are not doing what we would like them to or are threatening disobedience, we are most conscious of the need of controlling them and of the influences by which they are controlled.
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A response is not just a re-action, a protest, as it were, against being disturbed it is, as the word indicates, an answer. It meets the stimulus, and corresponds with it.
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With respect to the development of powers devoted to coping with specific scientific and economic problems we may say that the child should be growing in manhood. With respect to sympathetic curiosity, unbiased responsiveness, and openness of mind, we may say that the adult should be growing in childlikeness.
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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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The empiric easily degenerates into the quack. He does not know where his knowledge begins or leaves off, and so when he gets beyond routine conditions he begins to pretend-to make claims for which there is no justification, and to trust to luck and to ability to impose upon others-to bluff.
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Change as change is mere flux and lapse it insults intelligence. Genuinely to know is to grasp a permanent end that realizes itself through changes.
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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 need for growth, for development, for change, is fundamental to life.
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A society with too few independent thinkers is vulnerable to control by disturbed and opportunistic leaders. A society which wants to create and maintain a free and democratic social system must create responsible independence of thought among its young.
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Every living being needs continually renewed, and education is simply the chief process by which renewal occurs.
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Not only is social life identical with communication, but all communication (and hence all genuine social life) is educative.
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Education has no more serious responsibility than the making of adequate provision for enjoyment of recreative leisure not only for the sake of immediate health, but for the sake of its lasting effect upon the habits of the mind.
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Modern life means democracy, democracy means freeing intelligence for independent effectivenessthe emancipation of mind as an individual organ to do its own work. We naturally associate democracy, to be sure, with freedom of action, but freedom of action without freed capacity of thought behind it is only chaos.
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Education is life itself.
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That education is not an affair of telling and being told, but an active and constructive process, is a principle almost as generally violated in practice as conceded in theory. Is not this deplorable situation due to the fact that the doctrine is itself merely told? It is preached it is lectured it is written about.
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Education, therefore, is a process of living and not a preparation for future living. Without some goals and some efforts to reach it, no man can live. Education is not preparation for life education is life itself.
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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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