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Criticism of the commitment of religion to the supernatural is thus positive in import.

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
Thus
Criticism
Commitment
Atheism
Positive
Religion
Import
Imports
Supernatural

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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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Knowledge is no longer an immobile solid it has been liquefied. it is actively moving in all the currents of society itself
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The aim of education is growth: the aim of growth is more growth
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In the present state of the world, it is evident that the control we have gained of physical energies, heat, light, electricity, etc., without having first secured control of our use of ourselves is a perilous affair. Without the control of our use of ourselves, our use of other things is blind it may lead to anything.
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Such happiness as life is capable of comes from the full participation of all our powers in the endeavor to wrest from each changing situations of experience its own full and unique meaning.
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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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It is obvious to any observer that in every western country the increase of importance of public schools has been at least coincident with the relaxation of older family ties.
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Science is a systematic means of gaining reliable knowledge.
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Things gain meaning by being used in a shared experience or joint action.
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As a child lives today, he will live tomorrow.
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Not only does social life demand teaching and learning for its own permanence, but the very process of living together educates. It enlarges and enlightens experience it stimulates and enriches imagination it creates responsibility for accuracy and vividness of statement and thought.
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No system has ever as yet existed which did not in some form involve the exploitation of some human beings for the advantage of others.
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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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Education has no more serious responsibility than the making of adequate provision for enjoyment of recreative leisure not only for the sake of immediate health, but for the sake of its lasting effect upon the habits of the mind.
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Education is not preparation for life education is life itself.
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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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The activity of the immature human being is simply played upon to secure habits which are useful. He is trained like an animal rather than educated like a human being. His instincts remain attached to their original objects of pain or pleasure. But to get happiness or to avoid the pain of failure he has to act in a way agreeable to others.
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Experience, in short, is not a combination of mind and world, subject and object, method and subject matter, but is a single continuous interaction of a great diversity (literally countless in number) of energies.
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Continuity of life means continual readaptation of the environment to the needs of living organisms.
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