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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.

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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Burlington
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Dewey
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The problem is to extract the desirable traits of forms of community life which actually exist, and employ them to criticize undesirable features and suggest improvement
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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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Knowledge is no longer an immobile solid it has been liquefied. it is actively moving in all the currents of society itself
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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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Luck, bad if not good, will always be with us. But it has a way of favoring the intelligent and showing its back to the stupid.
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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 bare fact that language consists of sounds which are mutually intelligible is enough of itself to show that its meaning depends upon connection with a shared experience.
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Instruction is important.
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A person who is trained to consider his actions, to undertake them deliberately, is in so far forth disciplined. Add to this ability a power to endure in an intelligently chosen course in the face of distraction, confusion, and difficulty, and you have the essence of discipline.
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If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.
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Thinking and feeling that have to do with action in association with others is as much a social mode of behavior as is the most overt cooperative or hostile act.
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I should venture to assert that the most pervasive fallacy of philosophic thinking goes back to neglect of context.
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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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If we learn not humility, we learn nothing.
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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 subject at some phase of its development should possess, what is for the individual concerned with it, an aesthetic quality.
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Education is life itself.
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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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Like the soil, mind is fertilized while it lies fallow, until a new burst of bloom ensues.
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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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