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Teachers are the agents through which knowledge and skills are communicated and rules of conduct enforced.

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
Skills
Teacher
Communicated
Philosophy
Enforced
Literature
Conduct
Knowledge
Agents
Teachers
Educational
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Cooperation called fraternity in the classic French formula is as much a part of the democratic ideal as is personal initiative. That cultural conditions were allowed to develop (markedly so in the economic phase) which subordinated cooperativeness to liberty and equality serves to explain the decline in the two latter.
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The educative value of manual activities and of laboratory exercises, as well as of play, depends upon the extent in which they aid in bringing about a sensing of the meaning of what is going on. In effect, if not in name, they are dramatizations.
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Selection aims not only at simplifying but at weeding out what is undesirable.
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As we have seen there is some kind of continuity in any case since every experience affects for better or worse the attitudes which help decide the quality of further experiences, by setting up certain preference and aversion, and making it easier or harder to act for this or that end.
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All education which develops power to share effectively in social life is moral.
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Art is not the possession of the few who are recognized writers, painters, musicians it is the authentic expression of any and all individuality.
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Traveling is a constant arriving, while arrival that precludes further traveling is most easily attained by going to sleep or dying.
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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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The school must be a genuine form of active community life, instead of a place set apart in which to learn lessons.
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Nature as a whole is a progressive realization of purpose strictly comparable to the realization of purpose in any single plant or animal.
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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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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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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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Nature is the mother and the habitat of man, even if sometimes a stepmother and an unfriendly home.
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A man can be prevented from breaking into other persons' houses by shutting him up, but shutting him up may not alter his disposition to commit burglary.
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The activity of the immature human being is simply played upon to secure habits which are useful. He is trained like an animal rather than educated like a human being. His instincts remain attached to their original objects of pain or pleasure. But to get happiness or to avoid the pain of failure he has to act in a way agreeable to others.
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The educational process has no end beyond itself it is its own end.
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Any genuine teaching will result, if successful, in someone's knowing how to bring about a better condition of things than existed earlier.
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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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Every great advance in science has issued from a new audacity of imagination. What are now working conceptions, employed as a matter of course because they have withstood the tests of experiment and have emerged triumphant, were once speculative hypotheses.
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