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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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The need for growth, for development, for change, is fundamental to life.
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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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When reality is sought for at large, it is without intellectual import at most the term carries the connotation of an agreeableemotional state.
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Despite the never ending play of conscious correction and instruction, the surrounding atmosphere and spirit is in the end the chief agent in forming manners.
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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
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A person who is trained to consider his actions, to undertake them deliberately, is in so far forth disciplined. Add to this ability a power to endure in an intelligently chosen course in the face of distraction, confusion, and difficulty, and you have the essence of discipline.
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Liberty is not just an idea, an abstract principle. It is power, effective power to do specific things. There is no such thing as liberty in general liberty, so to speak, at large.
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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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Language exists only when it is listened to as well as spoken. The hearer is an indispensable partner.
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Teachers are the agents through which knowledge and skills are communicated and rules of conduct enforced.
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Democracy has to be born anew every generation, and education is its midwife.
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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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An education could be given which would sift individuals, discovering what they were good for, and supplying a method of assigning each to the work in life for which his nature fits him.
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As a society becomes more enlightened, it realizes that it is responsible not to transmit and conserve the whole of its existing achievements, but only such as make for a better future society. The school is its chief agency for the accomplishment of this end.
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Since education is not a means to living, but is identical with the operation of living a life which is fruitful and inherently significant, the only ultimate value which can be set up is just the process of living itself. And this is not an end to which studies and activities are subordinate means it is the whole of which they are ingredients.
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The future of religion is connected with the possibility of developing a faith in the possibilities of human experience and human relationships that will create a vital sense of the solidarity of human interests and inspire action to make that sense a reality.
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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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By object is meant some element in the complex whole that is defined in abstraction from the whole of which it is a distinction.
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Time and memory are true artists they remould reality nearer to the heart's desire.
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