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Schools should take an active part in directing social change, and share in the construction of a new social order

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
School
Directing
Part
Construction
Change
Schools
Take
Active
Share
Education
Social
Order

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Criticism of the commitment of religion to the supernatural is thus positive in import.
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Education has no more serious responsibility than the making of adequate provision for enjoyment of recreative leisure not only for the sake of immediate health, but for the sake of its lasting effect upon the habits of the mind.
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Etymologically, the word education means just a process of leading or bringing up.
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To the being of fully alive, the future is not ominous but a promise it surrounds the present like a halo.
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Not only does social life demand teaching and learning for its own permanence, but the very process of living together educates. It enlarges and enlightens experience it stimulates and enriches imagination it creates responsibility for accuracy and vividness of statement and thought.
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The devotion of democracy to education is a familiar fact. . . . [A] government resting upon popular suffrage cannot be successful unless those who elect . . . their governors are educated.
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Such words as society and community are likely to be misleading, for they have a tendency to make us think there is a single thing corresponding to the single word.
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The acquisition however perfectly of skills is not an end in itself. They are things to be put to use as a contribution to a common and shared life.
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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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Mind is a verb not a noun.
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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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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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When things have a meaning for us, we mean (intend, propose) what we do: when they do not, we act blindly, unconsciously, unintelligently.
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Human nature exists and operates in an environment. And it is not 'in' that environment as coins are in a box, but as a plant is in the sunlight and soil.
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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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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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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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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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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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