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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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The real process of education should be the process of learning to think through the application of real problems.
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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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Education as growth or maturity should be an ever-present process.
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All genuine learning comes through experience.
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Plato defined a slave as one who accepts from another the purposes which control his conduct. This condition obtains even where there is no slavery in the legal sense. It is found wherever men are engaged in activity which is socially serviceable, but whose service they do not understand and have no personal interest in.
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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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Man's home is nature his purposes and aims are dependent for execution upon natural conditions. Separated from such conditions they become empty dreams and idle indulgences of fancy.
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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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No man's credit is as good as his money.
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The central problem of an education based upon experience is to select the kind of present experience that live fruitfully and creatively in subsequent experiences.
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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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Education, therefore, is a process of living and not a preparation for future living. Without some goals and some efforts to reach it, no man can live. Education is not preparation for life education is life itself.
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Give the pupils something to do, not something to learn and the doing is of such a nature as to demand thinking learning naturally results.
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If the members who compose a society lived on continuously, they might educate the new-born members, but it would be a task directed by personal interest rather than social need. Now it is a work of necessity.
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Every great advance in science has issued from a new audacity of imagination.
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We rarely recognize the extent in which our conscious estimates of what is worth while and what is not, are due to standards of which we are not conscious at all.
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The conception of education as a social process and function has no definite meaning until we define the kind of society we have in mind.
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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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Teachers are the agents through which knowledge and skills are communicated and rules of conduct enforced.
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Education Proceeds ultimately from the patterns furnished by institutions, customs, and laws- If the patterns of institutions, customs, and laws are broken for this philosophy education should fix itself. There should be several different things taught instead of one Supreme Factor.
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