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Always make the other person feel important.

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
Praise
Persons
Person
Feel
Feels
Important
Make
Always
Busy

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For one man who thanks God that he is not as other men there are a thousand to offer thanks that they are as other men, sufficiently as others are to escape attention.
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Traveling is a constant arriving, while arrival that precludes further traveling is most easily attained by going to sleep or dying.
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Without some goals and some efforts to reach it, no man can live.
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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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The first step in freeing men from external chains was to emancipate them from the internal chains of false beliefs and ideals.
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Schools should take an active part in directing social change, and share in the construction of a new social order
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A being connected with other beings cannot perform his own activities without taking the activities of others into account. For they are the indispensable conditions of the realization of his tendencies. When he moves he stirs them and reciprocally.
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There is more than a verbal tie between the words common, community, and communication.
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Science is a systematic means of gaining reliable knowledge.
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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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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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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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Democracy has to be born anew every generation, and education is its midwife.
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Communication is a process of sharing experience till it becomes a common possession. It modifies the disposition of both the parties who partake in it.
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Without initiation into the scientific spirit one is not in possession of the best tools which humanity has so far devised for effectively directed reflection. One in that case not merely conducts inquiry and learning without the use of the best instruments, but fails to understand the full meaning of knowledge.
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The real process of education should be the process of learning to think through the application of real problems.
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A response is not just a re-action, a protest, as it were, against being disturbed it is, as the word indicates, an answer. It meets the stimulus, and corresponds with it.
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A child may have to be snatched with roughness away from a fire so that he shall not be burnt.
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When things have a meaning for us, we mean (intend, propose) what we do: when they do not, we act blindly, unconsciously, unintelligently.
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Any experience, however, trivial in its first appearance, is capable of assuming an indefinite richness of significance by extending its range of perceived connections.
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