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The reactionaries are in possession of force, in not only the army and police, but in the press and the schools

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
Force
Reactionaries
School
Schools
Presses
Press
Possession
Police
Army
Media

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Men have never fully used [their] powers to advance the good in life, because they have waited upon some power external to themselves and to nature to do the work they are responsible for doing.
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Society exists through a process of transmission quite as much as biological life. This transmission occurs by means of communication of habits of doing, thinking, and feeling from the older to the younger.
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It requires troublesome work to undertake the alteration of old beliefs.
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Legislation is a matter of more or less intelligent improvisation aiming at palliating conditions by means of patchwork policies.
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Even in a savage tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases.
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If we learn not humility, we learn nothing.
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All communication is like art. It may fairly be said, therefore, that any social arrangement that remains vitally social, or vitally shared, is educative to those who participate in it. Only when it becomes cast in a mold and runs in a routine way does it lose its educative power.
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I believe that education is the fundamental method of social progress and reform.
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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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Mind is a verb not a noun.
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Every teacher should realize he is a social servant set apart for the maintenance of the proper social order and the securing of the right social growth. 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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A good aim surveys the present state of experience of pupils, and forming a tentative plan of treatment, keeps the plan constantly in view and yet modifies it as conditions develop. The aim, in short, is experimental, and hence constantly growing as it is tested in action.
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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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Since in reality there is nothing to which growth is relative save more growth, there is nothing to which education is subordinate save more education.
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Selection aims not only at simplifying but at weeding out what is undesirable.
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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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Old ideas give way slowly for they are more than abstract logical forms and categories. They are habits, predispositions, deeply ingrained attitudes of aversion and preference.
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Without some goals and some efforts to reach it, no man can live.
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It is obvious to any observer that in every western country the increase of importance of public schools has been at least coincident with the relaxation of older family ties.
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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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