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Legislation is a matter of more or less intelligent improvisation aiming at palliating conditions by means of patchwork policies.

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
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Trade Unionist
Burlington
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Dewey
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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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Mere physical growing up, mere mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required.
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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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Education as growth or maturity should be an ever-present process.
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Various epochs of the past have had their own characteristic struggles and interests. Each of these great epochs has left behind itself a kind of cultural deposit, like a geologic stratum. These deposits have found their way into educational institutions in the form of studies, distinct courses of study, distinct types of schools.
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By reading the characteristic features of any man's castles in the air you can make a shrewd guess as to his underlying desires which are frustrated.
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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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Only in education, never in the life of farmer, sailor, merchant, physician, or laboratory experimenter, does knowledge mean primarily a store of information aloof from doing.
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Choice is the declaration by self that a certain ideal of self shall be realized.
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Not perfection as a final goal, but the ever-enduring process of perfecting, maturing, refining is the aim of living.
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Any genuine teaching will result, if successful, in someone's knowing how to bring about a better condition of things than existed earlier.
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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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A society with too few independent thinkers is vulnerable to control by disturbed and opportunistic leaders. A society which wants to create and maintain a free and democratic social system must create responsible independence of thought among its young.
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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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Human nature exists and operates in an environment. And it is not 'in' that environment as coins are in a box, but as a plant is in the sunlight and soil.
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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.
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Every teacher should realize he is a social servant set apart for the maintenance of the proper social order and the securing of the right social growth. 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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We can have facts without thinking but we cannot have thinking without facts.
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Since a democratic society repudiates the principle of external authority, it must find a substitute in voluntary disposition and interest these can be created only by education.
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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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