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[T]he schools, through reliance upon the spur of competition and the bestowing of special honors and prizes, only build up and strengthen the disposition that makes an individual when he leaves school employ his special talents and superior skill to outwit his fellow without respect for the welfare of others

John Dewey

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John Dewey
Age: 92 †
Born: 1859
Born: October 20
Died: 1952
Died: June 1
Aesthetician
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Philosopher
Professor
Psychologist
Sociologist
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Trade Unionist
Burlington
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Dewey
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Outwit
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Talents
Spur
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Makes
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Skill
Spurs
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Build
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Without
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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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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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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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The conception of education as a social process and function has no definite meaning until we define the kind of society we have in mind.
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The most important attitude that can be formed is that of desire to go on learning.
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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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Luck, bad if not good, will always be with us. But it has a way of favoring the intelligent and showing its back to the stupid.
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A man can be prevented from breaking into other persons' houses by shutting him up, but shutting him up may not alter his disposition to commit burglary.
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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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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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There is more than a verbal tie between the words common, community, and communication.
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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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Just as a flower which seems beautiful and has color but no perfume, so are the fruitless words of the man who speaks them but does them not.
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Education is not an affair of 'telling' and being told, but an active and constructive process.
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Vocational training is the training of animals or slaves. It fits them to become cogs in the industrial machine. Free men need liberal education to prepare them to make a good use of their freedom.
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Scientific principles and laws do not lie on the surface of nature. They are hidden, and must be wrested from nature by an active and elaborate technique of inquiry.
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Not only does social life demand teaching and learning for its own permanence, but the very process of living together educates. It enlarges and enlightens experience it stimulates and enriches imagination it creates responsibility for accuracy and vividness of statement and thought.
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Education as growth or maturity should be an ever-present process.
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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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Such words as society and community are likely to be misleading, for they have a tendency to make us think there is a single thing corresponding to the single word.
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