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There is no greater egoism than that of learning when it is treated simply as a mark of personal distinction to be held and cherished for its own sake. ... [K]knowledge is a possession held in trust for the furthering of the well-being of all

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
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Dewey
Learning
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Simply
Possession
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Held
Knowledge
Treated
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Sake
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I believe that education is the fundamental method of social progress and reform.
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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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Giving and taking of orders modifies actions and results, but does not of itself effect a sharing of purposes, a communication of interests.
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Always make the other person feel important.
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Teachers are the agents through which knowledge and skills are communicated and rules of conduct enforced.
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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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If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.
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Any education given by a group tends to socialize its members, but the quality and the value of the socialization depends upon the habits and aims of the group. Hence, once more, the need of a measure for the worth of any given mode of social life.
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The aim of education is growth: the aim of growth is more growth
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Of all affairs, communication is the most wonderful.
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Forty years spent in wandering in a wilderness like that of the present is not a sad fate - unless one attempts to make himself believe that the wilderness is after all itself the promised land.
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Mind is a verb not a noun.
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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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I should venture to assert that the most pervasive fallacy of philosophic thinking goes back to neglect of context.
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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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If the members who compose a society lived on continuously, they might educate the new-born members, but it would be a task directed by personal interest rather than social need. Now it is a work of necessity.
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Anyone who has begun to think, places some portion of the world in jeopardy.
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When others are not doing what we would like them to or are threatening disobedience, we are most conscious of the need of controlling them and of the influences by which they are controlled.
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We can have facts without thinking but we cannot have thinking without facts.
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Every teacher should realize the dignity of his calling.
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