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What's in a question, you ask? Everything. It is evoking stimulating response or stultifying inquiry. It is, in essence, the very core of teaching.

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
Teaching
Stultifying
Question
Evoking
Asks
Stimulating
Everything
Inquiry
Questioning
Core
Response
Essence

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I should venture to assert that the most pervasive fallacy of philosophic thinking goes back to neglect of context.
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In brief, the function of knowledge is to make one experience freely available to other experiences.
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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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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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As we have seen there is some kind of continuity in any case since every experience affects for better or worse the attitudes which help decide the quality of further experiences, by setting up certain preference and aversion, and making it easier or harder to act for this or that end.
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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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Time and memory are true artists they remould reality nearer to the heart's desire.
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The need for growth, for development, for change, is fundamental to life.
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Mankind likes to think in terms of extreme opposites.
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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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The end justifies the means only when the means used are such as actually bring about the desired and desirable end.
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Traveling is a constant arriving, while arrival that precludes further traveling is most easily attained by going to sleep or dying.
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All education which develops power to share effectively in social life is moral.
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Since in reality there is nothing to which growth is relative save more growth, there is nothing to which education is subordinate save more education.
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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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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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Intellectually religious emotions are not creative but conservative. They attach themselves readily to the current view of the world and consecrate it.
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Communication of science as subject-matter has so far outrun in education the construction of a scientific habit of mind that to some extent the natural common sense of mankind has been interfered with to its detriment.
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Nature is the mother and the habitat of man, even if sometimes a stepmother and an unfriendly home.
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Just as a flower which seems beautiful and has color but no perfume, so are the fruitless words of the man who speaks them but does them not.
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