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Not perfection as a final goal, but the ever-enduring process of perfecting, maturing, refining is the aim of living.

John Dewey

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John Dewey
Age: 92 †
Born: 1859
Born: October 20
Died: 1952
Died: June 1
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Dewey
Perfection
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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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Not only is social life identical with communication, but all communication (and hence all genuine social life) is educative.
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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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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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There is more than a verbal tie between the words common, community, and communication.... Try the experiment of communicating, with fullness and accuracy, some experience to another, especially if it be somewhat complicated, and you will find your own attitude toward your experience changing.
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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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We never educate directly, but indirectly by means of the environment. Whether we permit chance environments to do the work, or whether we design environments for the purpose makes a great difference.
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Since in reality there is nothing to which growth is relative save more growth, there is nothing to which education is subordinate save more education.
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That education is not an affair of telling and being told, but an active and constructive process, is a principle almost as generally violated in practice as conceded in theory. Is not this deplorable situation due to the fact that the doctrine is itself merely told? It is preached it is lectured it is written about.
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The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative.
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There is no greater egoism than that of learning when it is treated simply as a mark of personal distinction to be held and cherished for its own sake. ... [K]knowledge is a possession held in trust for the furthering of the well-being of all
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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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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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All genuine learning comes through experience.
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As a child lives today, he will live tomorrow.
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The words environment, medium denote something more than surroundings which encompass an individual. They denote the specific continuity of the surroundings with his own active tendencies.
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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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By object is meant some element in the complex whole that is defined in abstraction from the whole of which it is a distinction.
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Each generation is inclined to educate its young so as to get along in the present world instead of with a view to the proper end of education: the promotion of the best possible realization of humanity as humanity. Parents educate their children so that they may get on princes educate their subjects as instruments of their own purpose.
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When words do not enter as factors into a shared situation, either overtly or imaginatively, they operate as pure physical stimuli, not as having a meaning or intellectual value. They set activity running in a given groove, but there is no accompanying conscious purpose or meaning.
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