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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.

John Dewey

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John Dewey
Age: 92 †
Born: 1859
Born: October 20
Died: 1952
Died: June 1
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Democracy has to be born anew every generation, and education is its midwife.
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If all meanings could be adequately expressed by words, the arts of painting and music would not exist.
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The devotion of democracy to education is a familiar fact. . . . [A] government resting upon popular suffrage cannot be successful unless those who elect . . . their governors are educated.
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Education is not an affair of 'telling' and being told, but an active and constructive process.
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Education is not preparation for life education is life itself.
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The young of human beings compare so poorly in original efficiency with the young of many of the lower animals, that even the powers needed for physical sustentation have to be acquired under tuition. How much more, then, is this the case with respect to all the technological, artistic, scientific, and moral achievements of humanity!
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That education is not an affair of telling and being told, but an active and constructive process, is a principle almost as generally violated in practice as conceded in theory. Is not this deplorable situation due to the fact that the doctrine is itself merely told? It is preached it is lectured it is written about.
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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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Anyone who has begun to think, places some portion of the world in jeopardy.
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The theory of the method of knowing which is advanced in these pages may be termed pragmatic. ... Only that which has been organized into our disposition so as to enable us to adapt the environment to our needs and adapt our aims and desires to the situation in which we live is really knowledge.
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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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I believe that 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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The central problem of an education based upon experience is to select the kind of present experience that live fruitfully and creatively in subsequent experiences.
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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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Teaching may be compared to selling commodities. No one can sell unless somebody buys.
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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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Communication of science as subject-matter has so far outrun in education the construction of a scientific habit of mind that to some extent the natural common sense of mankind has been interfered with to its detriment.
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If there is one conclusion to which human experience unmistakably points it is that democratic ends demand democratic methods for their realization.
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I do not think that any thorough-going modification of college curriculum would be possible without a modification of the methods of instruction.
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It science involves an intelligent and persistent endeavor to revise current beliefs so as to weed out what is erroneous, to add to their accuracy, and, above all, to give them such shape that the dependencies of the various facts upon one another may be as obvious as possible.
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