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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.

John Dewey

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John Dewey
Age: 92 †
Born: 1859
Born: October 20
Died: 1952
Died: June 1
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Philosopher
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Burlington
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Dewey
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Merchants
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Information
Farmer
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Aloof

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Time and memory are true artists they remould reality nearer to the heart's desire.
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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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I believe that education is the fundamental method of social progress and reform.
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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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The struggle for democracy has to be maintained on as many fronts as culture has aspects: political, economic, international, educational, scientific and artistic, religious.
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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 interaction of knowledge and skills with experience is key to learning.
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Schools should take an active part in directing social change, and share in the construction of a new social order
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Instruction is important.
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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 the dignity of his calling.
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We talk much more about individualism and liberty than our ancestors. But as so often happens, when anything becomes conscious, the consciousness is compensatory for absence in practice.
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In order to have a large number of values in common, all the members of the group must have an equable opportunity, to receive and to take from others. There must be a large variety of shared undertakings and experiences. Otherwise, the influences which educate some into masters, educates others into slaves.
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Even in a savage tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases.
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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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If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.
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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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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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The outstanding problem of the Public is discovery and identification of itself
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The acquisition however perfectly of skills is not an end in itself. They are things to be put to use as a contribution to a common and shared life.
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