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Mankind likes to think in terms of extreme opposites.

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
Professor
Psychologist
Sociologist
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Trade Unionist
Burlington
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Dewey
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Mankind
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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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By reading the characteristic features of any man's castles in the air you can make a shrewd guess as to his underlying desires which are frustrated.
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The future of religion is connected with the possibility of developing a faith in the possibilities of human experience and human relationships that will create a vital sense of the solidarity of human interests and inspire action to make that sense a reality.
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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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Education as growth or maturity should be an ever-present process.
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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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Perhaps the greatest of all pedagogical fallacies is the notion that a person learns only the particular thing he is studying at the time.
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But the individual butterfly or earthquake remains just the unique existence which it is. We forget in explaining its occurrence that it is only the occurrence that is explained, not the thing itself.
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Faith in the possibilities of continued and rigorous inquiry does not limit access to truth to any channel or scheme of things. It does not first say that truth is universal and then add there is but one road to it.
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For in spite of itself any movement that thinks and acts in terms of an ‘ism becomes so involved in reaction against other ‘isms that it is unwittingly controlled by them. For it then forms its principles by reaction against them instead of by a comprehensive, constructive survey of actual needs, problems, and possibilities.
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Society exists through a process of transmission quite as much as biological life. This transmission occurs by means of communication of habits of doing, thinking, and feeling from the older to the younger.
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We cannot set up, out of our heads, something we regard as an ideal society.
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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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Confidence is directness and courage in meeting the facts of life.
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Any education given by a group tends to socialize its members, but the quality and the value of the socialization depends upon the habits and aims of the group. Hence, once more, the need of a measure for the worth of any given mode of social life.
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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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Plato defined a slave as one who accepts from another the purposes which control his conduct. This condition obtains even where there is no slavery in the legal sense. It is found wherever men are engaged in activity which is socially serviceable, but whose service they do not understand and have no personal interest in.
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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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Language exists only when it is listened to as well as spoken. The hearer is an indispensable partner.
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The only way to abolish war is to make peace seem heroic.
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