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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.

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
Musicians
Individuality
Painter
Possession
Musician
Writers
Painters
Expression
Authentic
Art
Recognized

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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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Democracy has to be born anew every generation, and education is its midwife.
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Every one of the constituent elements of a social group, in a modern city as in a savage tribe, is born immature, helpless, without language, beliefs, ideas, or social standards. Each individual, each unit who is the carrier of the life-experience of his group, in time passes away. Yet the life of the group goes on.
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Always make the other person feel important.
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Every living being needs continually renewed, and education is simply the chief process by which renewal occurs.
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But the individual butterfly or earthquake remains just the unique existence which it is. We forget in explaining its occurrence that it is only the occurrence that is explained, not the thing itself.
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There is no such thing as educational value in the abstract. The notion that some subjects and methods and that acquaintance with certain facts and truths possess educational value in and of themselves is the reason why traditional education reduced the material of education so largely to a diet of predigested materials.
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Mankind likes to think in terms of extreme opposites.
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The school has the function of coordinating within the disposition of each individual the diverse influences of the various social environments into which he enters.
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Liberty is not just an idea, an abstract principle. It is power, effective power to do specific things. There is no such thing as liberty in general liberty, so to speak, at large.
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While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing.
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Experience, in short, is not a combination of mind and world, subject and object, method and subject matter, but is a single continuous interaction of a great diversity (literally countless in number) of energies.
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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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Every great advance in science has issued from a new audacity of imagination.
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Education, in its broadest sense, is the means of this social continuity of life.
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If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect - its effect upon conscious experience - we may well believe that this lesson has been learned largely through dealings with the young.
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Since growth is the characteristic of life, education is all one with growing it has no end beyond itself. The criterion of the value of school education is the extent in which it creates a desire for continuous growth and supplies means for making the desire effective in fact.
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The empiric easily degenerates into the quack. He does not know where his knowledge begins or leaves off, and so when he gets beyond routine conditions he begins to pretend-to make claims for which there is no justification, and to trust to luck and to ability to impose upon others-to bluff.
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A democracy is more than a form of government it is primarily a mode of associated living, of conjoint communicated experience.
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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.
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