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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.

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
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Trade Unionist
Burlington
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Dewey
Purpose
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Nature
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Whole
Progressive
Realization
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Science is a systematic means of gaining reliable knowledge.
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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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Creative thinking will improve as we relate the new fact to the old and all facts to each other.
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The central problem of an education based upon experience is to select the kind of present experience that live fruitfully and creatively in subsequent experiences.
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Without initiation into the scientific spirit one is not in possession of the best tools which humanity has so far devised for effectively directed reflection. One in that case not merely conducts inquiry and learning without the use of the best instruments, but fails to understand the full meaning of knowledge.
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As a matter of fact, a modern society is many societies more or less loosely connected. Each household with its immediate extension of friends makes a society the village or street group of playmates is a community each business group, each club, is another.
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It is obvious to any observer that in every western country the increase of importance of public schools has been at least coincident with the relaxation of older family ties.
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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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Luck, bad if not good, will always be with us. But it has a way of favoring the intelligent and showing its back to the stupid.
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By various agencies, unintentional and designed, a society transforms uninitiated and seemingly alien beings into robust trustees of its own resources and ideals. Education is thus a fostering, a nurturing, a cultivating, 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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We have lost confidence in reason because we have learned that man is chiefly a creature of habit and emotion.
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Confidence is directness and courage in meeting the facts of life.
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The theory of the method of knowing which is advanced in these pages may be termed pragmatic. ... Only that which has been organized into our disposition so as to enable us to adapt the environment to our needs and adapt our aims and desires to the situation in which we live is really knowledge.
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Since education is not a means to living, but is identical with the operation of living a life which is fruitful and inherently significant, the only ultimate value which can be set up is just the process of living itself. And this is not an end to which studies and activities are subordinate means it is the whole of which they are ingredients.
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The problem is to extract the desirable traits of forms of community life which actually exist, and employ them to criticize undesirable features and suggest improvement
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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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A response is not just a re-action, a protest, as it were, against being disturbed it is, as the word indicates, an answer. It meets the stimulus, and corresponds with it.
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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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Not perfection as a final goal, but the ever-enduring process of perfecting, maturing, refining is the aim of living.
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