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With respect to the development of powers devoted to coping with specific scientific and economic problems we may say that the child should be growing in manhood. With respect to sympathetic curiosity, unbiased responsiveness, and openness of mind, we may say that the adult should be growing in childlikeness.

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
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Dewey
Growing
Powers
Unbiased
Child
Curiosity
Coping
Problem
Scientific
Sympathetic
May
Adults
Manhood
Children
Development
Openness
Mind
Problems
Devoted
Respect
Adult
Economic
Specific
Responsiveness

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Every living being needs continually renewed, and education is simply the chief process by which renewal occurs.
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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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When things have a meaning for us, we mean (intend, propose) what we do: when they do not, we act blindly, unconsciously, unintelligently.
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For one man who thanks God that he is not as other men there are a thousand to offer thanks that they are as other men, sufficiently as others are to escape attention.
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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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By doing his share in the associated activity, the individual appropriates the purpose which actuates it, becomes familiar with its methods and subject matters, acquires needed skill, and is saturated with its emotional spirit.
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The empiric easily degenerates into the quack. He does not know where his knowledge begins or leaves off, and so when he gets beyond routine conditions he begins to pretend-to make claims for which there is no justification, and to trust to luck and to ability to impose upon others-to bluff.
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Change as change is mere flux and lapse it insults intelligence. Genuinely to know is to grasp a permanent end that realizes itself through changes.
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Since growth is the characteristic of life, education is all one with growing it has no end beyond itself. The criterion of the value of school education is the extent in which it creates a desire for continuous growth and supplies means for making the desire effective in fact.
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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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The words environment, medium denote something more than surroundings which encompass an individual. They denote the specific continuity of the surroundings with his own active tendencies.
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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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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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All communication is like art. It may fairly be said, therefore, that any social arrangement that remains vitally social, or vitally shared, is educative to those who participate in it. Only when it becomes cast in a mold and runs in a routine way does it lose its educative power.
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How many students ... were rendered callous to ideas, and how many lost the impetus to learn because of the way in which learning was experienced by them?
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A child may have to be snatched with roughness away from a fire so that he shall not be burnt.
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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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Democracy is a form of government only because it is a form of moral and spiritual association.
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That which distinguishes the Soviet system both from other national systems and from the progressive schools of other countries is the conscious control of every educational procedure by reference to a single and comprehensive social purpose.
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The good society was, like the good self, a diverse yet harmonious, growing yet unified whole, a fully participatory democracy in which the powers and capacities of the individuals that comprised it were harmonized by their cooperative activities into a community that permitted the full and free expression of individuality.
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