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

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I believe that in this way the teacher always is the prophet of the true God and the usherer in of the true kingdom of God.
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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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We can have facts without thinking but we cannot have thinking without facts.
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All genuine learning comes through experience.
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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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The need for growth, for development, for change, is fundamental to life.
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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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Since growth is the characteristic of life, education is all one with growing it has no end beyond itself. The criterion of the value of school education is the extent in which it creates a desire for continuous growth and supplies means for making the desire effective in fact.
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All of us have many habits of whose import we are quite unaware, since they were formed without our knowing what we were about. Consequently they possess us, rather than we them. They move us they control us. Unless we become aware of what they accomplish, and pass judgment upon the worth of the result, we do not control them.
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Modern life means democracy, democracy means freeing intelligence for independent effectivenessthe emancipation of mind as an individual organ to do its own work. We naturally associate democracy, to be sure, with freedom of action, but freedom of action without freed capacity of thought behind it is only chaos.
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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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Since a democratic society repudiates the principle of external authority, it must find a substitute in voluntary disposition and interest these can be created only by education.
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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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