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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.

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
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Burlington
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Dewey
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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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The educational process has no end beyond itself it is its own end.
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Every great advance in science has issued from a new audacity of imagination.
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[T]he schools, through reliance upon the spur of competition and the bestowing of special honors and prizes, only build up and strengthen the disposition that makes an individual when he leaves school employ his special talents and superior skill to outwit his fellow without respect for the welfare of others
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All direction is but re-direction it shifts the activities already going on into another channel. Unless one is cognizant of the energies which are already in operation, one's attempts at direction will almost surely go amiss.
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For one man who thanks God that he is not as other men there are a thousand to offer thanks that they are as other men, sufficiently as others are to escape attention.
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A child might be made to bow every time he met a certain person by pressure on his neck muscles, and bowing would finally become automatic. It would not, however, be an act of recognition or deference on his part, till he did it with a certain end in view - as having a certain meaning.
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We talk much more about individualism and liberty than our ancestors. But as so often happens, when anything becomes conscious, the consciousness is compensatory for absence in practice.
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Give the pupils something to do, not something to learn and the doing is of such a nature as to demand thinking learning naturally results.
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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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Education is not an affair of 'telling' and being told, but an active and constructive process.
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Modern philosophy certainly exacts a surrender of all supernaturalism and fixed dogma and rigid institutionalism with which Christianity has been historically associated
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To avoid a split between what men consciously know because they are aware of having learned it by a specific job of learning, and what they unconsciously know because they have absorbed it in the formation of their characters by intercourse with others, becomes an increasingly delicate task with every development of special schooling.
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Just as a flower which seems beautiful and has color but no perfume, so are the fruitless words of the man who speaks them but does them not.
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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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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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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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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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The school has the function of coordinating within the disposition of each individual the diverse influences of the various social environments into which he enters.
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