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If we learn not humility, we learn nothing.

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
Humble
Humility
Learn
Nothing

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Education as growth or maturity should be an ever-present process.
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Democracy is a form of government only because it is a form of moral and spiritual association.
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It requires troublesome work to undertake the alteration of old beliefs.
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The devotion of democracy to education is a familiar fact. . . . [A] government resting upon popular suffrage cannot be successful unless those who elect . . . their governors are educated.
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We cannot set up, out of our heads, something we regard as an ideal society.
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The bare fact that language consists of sounds which are mutually intelligible is enough of itself to show that its meaning depends upon connection with a shared experience.
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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.
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The activity of the immature human being is simply played upon to secure habits which are useful. He is trained like an animal rather than educated like a human being. His instincts remain attached to their original objects of pain or pleasure. But to get happiness or to avoid the pain of failure he has to act in a way agreeable to others.
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The school must be a genuine form of active community life, instead of a place set apart in which to learn lessons.
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The phrase think for one's self is a pleonasm. Unless one does it for one's self, it isn't thinking.
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When words do not enter as factors into a shared situation, either overtly or imaginatively, they operate as pure physical stimuli, not as having a meaning or intellectual value. They set activity running in a given groove, but there is no accompanying conscious purpose or meaning.
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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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A response is not just a re-action, a protest, as it were, against being disturbed it is, as the word indicates, an answer. It meets the stimulus, and corresponds with it.
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A child might be made to bow every time he met a certain person by pressure on his neck muscles, and bowing would finally become automatic. It would not, however, be an act of recognition or deference on his part, till he did it with a certain end in view - as having a certain meaning.
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The aim of education is growth: the aim of growth is more growth
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Experience alone cannot deliver to us necessary truths truths completely demonstrated by reason. Its conclusions are particular, not universal.
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By various agencies, unintentional and designed, a society transforms uninitiated and seemingly alien beings into robust trustees of its own resources and ideals. Education is thus a fostering, a nurturing, a cultivating, process.
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Those engaged in directing the actions of others are always in danger of overlooking the importance of the sequential development of those they direct.
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As a matter of fact, a modern society is many societies more or less loosely connected. Each household with its immediate extension of friends makes a society the village or street group of playmates is a community each business group, each club, is another.
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To savages it would seem preposterous to seek out a place where nothing but learning was going on in order that one might learn.
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