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Nature is the mother and the habitat of man, even if sometimes a stepmother and an unfriendly home.

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
Vermont
Dewey
Mother
Nature
Home
Sometimes
Even
Stepmother
Men
Stepmothers
Unfriendly
Habitat

More quotes by John Dewey

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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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Intelligence is in constant process of forming, and its retention requires constant alertness in observing consequences, an open-minded will to learn, and courage in readjustment.
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There is no such thing as educational value in the abstract. The notion that some subjects and methods and that acquaintance with certain facts and truths possess educational value in and of themselves is the reason why traditional education reduced the material of education so largely to a diet of predigested materials.
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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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Man's home is nature his purposes and aims are dependent for execution upon natural conditions. Separated from such conditions they become empty dreams and idle indulgences of fancy.
John Dewey
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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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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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Inside the modern city, in spite of its nominal political unity, there are probably more communities, more differing customs, traditions, aspirations, and forms of government or control, than existed in an entire continent at an earlier epoch.
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All education which develops power to share effectively in social life is moral.
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For in spite of itself any movement that thinks and acts in terms of an ‘ism becomes so involved in reaction against other ‘isms that it is unwittingly controlled by them. For it then forms its principles by reaction against them instead of by a comprehensive, constructive survey of actual needs, problems, and possibilities.
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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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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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No man's credit is as good as his money.
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Language exists only when it is listened to as well as spoken. The hearer is an indispensable partner.
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Perhaps the greatest of all pedagogical fallacies is the notion that a person learns only the particular thing he is studying at the time.
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Teachers are the agents through which knowledge and skills are communicated and rules of conduct enforced.
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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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Education is not an affair of 'telling' and being told, but an active and constructive process.
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Thought is impossible without words.
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Without the English, reason and philosophy would still be in the most despicable infancy in France.
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