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What holds for adults holds even more for children, sensitive and conscious of differences. I certainly hope that the Board of Education will think very, very seriously before it introduces this division and antagonism in our public schools.

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
Thinking
Differences
Holds
Public
Sensitive
Education
Schools
Introduces
Hope
Seriously
Antagonism
School
Adults
Introducing
Children
Atheism
Board
Even
Certainly
Boards
Think
Conscious
Division

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There is no such thing as educational value in the abstract. The notion that some subjects and methods and that acquaintance with certain facts and truths possess educational value in and of themselves is the reason why traditional education reduced the material of education so largely to a diet of predigested materials.
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When reality is sought for at large, it is without intellectual import at most the term carries the connotation of an agreeableemotional state.
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Modern philosophy certainly exacts a surrender of all supernaturalism and fixed dogma and rigid institutionalism with which Christianity has been historically associated
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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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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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There is no common understanding, and no community life. But in a shared activity, each person refers what he is doing to what the other is doing and vice-versa.
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The only way to abolish war is to make peace seem heroic.
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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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To savages it would seem preposterous to seek out a place where nothing but learning was going on in order that one might learn.
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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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If all meanings could be adequately expressed by words, the arts of painting and music would not exist.
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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 most important attitude that can be formed is that of desire to go on learning.
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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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An education could be given which would sift individuals, discovering what they were good for, and supplying a method of assigning each to the work in life for which his nature fits him.
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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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The intimation never wholly deserts us that there is, in the unformed activities of childhood and youth, the possibilities of a better life for the community as well as for individuals here and there. This dim sense is the ground of our abiding idealization of childhood.
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All education which develops power to share effectively in social life is moral.
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Teaching may be compared to selling commodities. No one can sell unless somebody buys.
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