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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
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Psychologist
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Dewey
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Nothing
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Without the English, reason and philosophy would still be in the most despicable infancy in France.
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Not only is social life identical with communication, but all communication (and hence all genuine social life) is educative.
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Criticism of the commitment of religion to the supernatural is thus positive in import.
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We cannot set up, out of our heads, something we regard as an ideal society.
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All direction is but re-direction it shifts the activities already going on into another channel. Unless one is cognizant of the energies which are already in operation, one's attempts at direction will almost surely go amiss.
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Doctrine that eliminates or even obscures the function of choice of values and enlistment of desires and emotions in behalf of those chosen weakens personal responsibility for judgment and for action. It thus helps create the attitudes that welcome and support the totalitarian state.
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Communication is a process of sharing experience till it becomes a common possession. It modifies the disposition of both the parties who partake in it.
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Things gain meaning by being used in a shared experience or joint action.
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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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Continuity of life means continual readaptation of the environment to the needs of living organisms.
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Democracy means the belief that humanistic culture should prevail.
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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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Mind is a verb not a noun.
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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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Mankind likes to think in terms of extreme opposites.
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Without initiation into the scientific spirit one is not in possession of the best tools which humanity has so far devised for effectively directed reflection. One in that case not merely conducts inquiry and learning without the use of the best instruments, but fails to understand the full meaning of knowledge.
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Each generation is inclined to educate its young so as to get along in the present world instead of with a view to the proper end of education: the promotion of the best possible realization of humanity as humanity. Parents educate their children so that they may get on princes educate their subjects as instruments of their own purpose.
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A being connected with other beings cannot perform his own activities without taking the activities of others into account. For they are the indispensable conditions of the realization of his tendencies. When he moves he stirs them and reciprocally.
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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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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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