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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.

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
Nothing
Subordinates
Relative
Save
Growth
Education
Since
Science
Reality
Subordinate

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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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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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If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.
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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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Within even the most social group there are many relations that are not as yet social.
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It requires troublesome work to undertake the alteration of old beliefs.
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To avoid a split between what men consciously know because they are aware of having learned it by a specific job of learning, and what they unconsciously know because they have absorbed it in the formation of their characters by intercourse with others, becomes an increasingly delicate task with every development of special schooling.
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The interaction of knowledge and skills with experience is key to learning.
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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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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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The real process of education should be the process of learning to think through the application of real problems.
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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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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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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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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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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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As we have seen there is some kind of continuity in any case since every experience affects for better or worse the attitudes which help decide the quality of further experiences, by setting up certain preference and aversion, and making it easier or harder to act for this or that end.
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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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Give the pupils something to do, not something to learn and the doing is of such a nature as to demand thinking learning naturally results.
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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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