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As long as art is the beauty parlor of civilization, neither art nor civilization is secure.

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
Insecurity
Secure
Neither
Civilization
Beauty
Art
Long
Parlor

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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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What holds for adults holds even more for children, sensitive and conscious of differences. I certainly hope that the Board of Education will think very, very seriously before it introduces this division and antagonism in our public schools.
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Education has no more serious responsibility than the making of adequate provision for enjoyment of recreative leisure not only for the sake of immediate health, but for the sake of its lasting effect upon the habits of the mind.
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The educational process has no end beyond itself it is its own end.
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Talk of democracy has little content when big business rules the life of the country through its control of the means of production, exchange, the press and other means of publicity, propaganda and communication.
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The need for growth, for development, for change, is fundamental to life.
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In order to have a large number of values in common, all the members of the group must have an equable opportunity, to receive and to take from others. There must be a large variety of shared undertakings and experiences. Otherwise, the influences which educate some into masters, educates others into slaves.
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Of what use, educationally speaking, is it to be able to see the end in the beginning?
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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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Every great advance in science has issued from a new audacity of imagination. What are now working conceptions, employed as a matter of course because they have withstood the tests of experiment and have emerged triumphant, were once speculative hypotheses.
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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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It is obvious to any observer that in every western country the increase of importance of public schools has been at least coincident with the relaxation of older family ties.
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The theory of the method of knowing which is advanced in these pages may be termed pragmatic. ... Only that which has been organized into our disposition so as to enable us to adapt the environment to our needs and adapt our aims and desires to the situation in which we live is really knowledge.
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We can have facts without thinking but we cannot have thinking without facts.
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To the being of fully alive, the future is not ominous but a promise it surrounds the present like a halo.
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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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The acquisition however perfectly of skills is not an end in itself. They are things to be put to use as a contribution to a common and shared life.
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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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The religious is any activity pursued in behalf of an ideal end against obstacles and in spite of threats of personal loss because of its general and enduring value.
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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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