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Communication of science as subject-matter has so far outrun in education the construction of a scientific habit of mind that to some extent the natural common sense of mankind has been interfered with to its detriment.

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
Natural
Accounts
Science
Subject
Sense
Communication
Interfered
Matter
Subjects
Detriment
Mind
Habit
Outrun
Mankind
Construction
Education
Extent
Common
Scientific

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The conception of education as a social process and function has no definite meaning until we define the kind of society we have in mind.
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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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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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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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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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The most important attitude that can be formed is that of desire to go on learning.
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The good man is the man who, no matter how morally unworthy he has been, is moving to become better.
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No man's credit is as good as his money.
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Education is not an affair of 'telling' and being told, but an active and constructive process.
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If the members who compose a society lived on continuously, they might educate the new-born members, but it would be a task directed by personal interest rather than social need. Now it is a work of necessity.
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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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Education as growth or maturity should be an ever-present process.
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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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How can the child learn to be a free and responsible citizen when the teacher is bound?
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The problem of education in a democratic society is to do away with ... dualism and to construct a course of studies which makes thought a guide of free practice for all and which makes leisure a reward of accepting responsibility for service, rather than a state of exemption from it.
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Such happiness as life is capable of comes from the full participation of all our powers in the endeavor to wrest from each changing situations of experience its own full and unique meaning.
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But the individual butterfly or earthquake remains just the unique existence which it is. We forget in explaining its occurrence that it is only the occurrence that is explained, not the thing itself.
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To savages it would seem preposterous to seek out a place where nothing but learning was going on in order that one might learn.
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Etymologically, the word education means just a process of leading or bringing up.
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...the moment of passage from disturbance into harmony is that of intensest life.
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