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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
Pedagogue
Philosopher
Professor
Psychologist
Sociologist
Teacher
Trade Unionist
Burlington
Vermont
Dewey
Men
Upon
Thinking
Religion
Waited
Life
Nature
External
Power
Advance
Used
Powers
Work
Atheist
Good
Fully
Never
Responsible

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Experience, in short, is not a combination of mind and world, subject and object, method and subject matter, but is a single continuous interaction of a great diversity (literally countless in number) of energies.
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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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All genuine learning comes through experience.
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To the being of fully alive, the future is not ominous but a promise it surrounds the present like a halo.
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Intellectually religious emotions are not creative but conservative. They attach themselves readily to the current view of the world and consecrate it.
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Selection aims not only at simplifying but at weeding out what is undesirable.
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The end justifies the means only when the means used are such as actually bring about the desired and desirable end.
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Democracy is a form of government only because it is a form of moral and spiritual association.
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Education is life itself.
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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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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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Even in a savage tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases.
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The educational process has no end beyond itself it is its own end.
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All communication is like art. It may fairly be said, therefore, that any social arrangement that remains vitally social, or vitally shared, is educative to those who participate in it. Only when it becomes cast in a mold and runs in a routine way does it lose its educative power.
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Scientific principles and laws do not lie on the surface of nature. They are hidden, and must be wrested from nature by an active and elaborate technique of inquiry.
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Education as growth or maturity should be an ever-present process.
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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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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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Communication of science as subject-matter has so far outrun in education the construction of a scientific habit of mind that to some extent the natural common sense of mankind has been interfered with to its detriment.
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What's in a question, you ask? Everything. It is evoking stimulating response or stultifying inquiry. It is, in essence, the very core of teaching.
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