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An idea is a method of evading, circumventing or surmounting through reflection, obstacles that otherwise would have to be attacked by brute force.

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
Would
Obstacles
Reflection
Otherwise
Method
Surmounting
Imagination
Evading
Idea
Brute
Force
Brutes
Ideas
Attacked

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Language fails not because thought fails, but because no verbal symbols can do justice to the fullness and richness of thought. Ifwe are to continue talking about data in any other sense than as reflective distinctions, the original datum is always such a qualitative whole.
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Like the soil, mind is fertilized while it lies fallow, until a new burst of bloom ensues.
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With respect to the development of powers devoted to coping with specific scientific and economic problems we may say that the child should be growing in manhood. With respect to sympathetic curiosity, unbiased responsiveness, and openness of mind, we may say that the adult should be growing in childlikeness.
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Every subject at some phase of its development should possess, what is for the individual concerned with it, an aesthetic quality.
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Education is not an affair of 'telling' and being told, but an active and constructive process.
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Selection aims not only at simplifying but at weeding out what is undesirable.
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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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Experience alone cannot deliver to us necessary truths truths completely demonstrated by reason. Its conclusions are particular, not universal.
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Teachers are the agents through which knowledge and skills are communicated and rules of conduct enforced.
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The good society was, like the good self, a diverse yet harmonious, growing yet unified whole, a fully participatory democracy in which the powers and capacities of the individuals that comprised it were harmonized by their cooperative activities into a community that permitted the full and free expression of individuality.
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Thought is impossible without words.
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Doctrine that eliminates or even obscures the function of choice of values and enlistment of desires and emotions in behalf of those chosen weakens personal responsibility for judgment and for action. It thus helps create the attitudes that welcome and support the totalitarian state.
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The premium so often put in schools upon external discipline, and upon marks and rewards, upon promotion and keeping back, are the obverse of the lack of attention given to life situations in which the meaning of facts, ideas, principles, and problems is vitally brought home.
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How many students ... were rendered callous to ideas, and how many lost the impetus to learn because of the way in which learning was experienced by them?
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The struggle for democracy has to be maintained on as many fronts as culture has aspects: political, economic, international, educational, scientific and artistic, religious.
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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 school must be a genuine form of active community life, instead of a place set apart in which to learn lessons.
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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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Democracy means the belief that humanistic culture should prevail.
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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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