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No system has ever as yet existed which did not in some form involve the exploitation of some human beings for the advantage of others.

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
Ever
Involve
Human
Exploitation
Humans
Existed
Advantage
Beings
System
Others
Form
Nihilism

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Every great advance in science has issued from a new audacity of imagination. What are now working conceptions, employed as a matter of course because they have withstood the tests of experiment and have emerged triumphant, were once speculative hypotheses.
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The educative value of manual activities and of laboratory exercises, as well as of play, depends upon the extent in which they aid in bringing about a sensing of the meaning of what is going on. In effect, if not in name, they are dramatizations.
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An education could be given which would sift individuals, discovering what they were good for, and supplying a method of assigning each to the work in life for which his nature fits him.
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As a society becomes more enlightened, it realizes that it is responsible not to transmit and conserve the whole of its existing achievements, but only such as make for a better future society. The school is its chief agency for the accomplishment of this end.
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Plato defined a slave as one who accepts from another the purposes which control his conduct. This condition obtains even where there is no slavery in the legal sense. It is found wherever men are engaged in activity which is socially serviceable, but whose service they do not understand and have no personal interest in.
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It requires troublesome work to undertake the alteration of old beliefs.
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I believe that education is the fundamental method of social progress and reform.
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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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What's in a question, you ask? Everything. It is evoking stimulating response or stultifying inquiry. It is, in essence, the very core of teaching.
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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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When reality is sought for at large, it is without intellectual import at most the term carries the connotation of an agreeableemotional state.
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The intimation never wholly deserts us that there is, in the unformed activities of childhood and youth, the possibilities of a better life for the community as well as for individuals here and there. This dim sense is the ground of our abiding idealization of childhood.
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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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Even dogs and horses have their actions modified by association with human beings they form different habits because human beings are concerned with what they do.
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Anyone who has begun to think, places some portion of the world in jeopardy.
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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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Creative thinking will improve as we relate the new fact to the old and all facts to each other.
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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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An idea is a method of evading, circumventing or surmounting through reflection, obstacles that otherwise would have to be attacked by brute force.
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Art is not the possession of the few who are recognized writers, painters, musicians it is the authentic expression of any and all individuality.
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