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The teacher loses the position of external boss or dictator but takes on that of leader of group activities

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
Teacher
Position
Dictator
Leader
Activities
Loses
External
Takes
Boss
Group
Activity
Groups

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Vocational training is the training of animals or slaves. It fits them to become cogs in the industrial machine. Free men need liberal education to prepare them to make a good use of their freedom.
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In brief, the function of knowledge is to make one experience freely available to other experiences.
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Scientific principles and laws do not lie on the surface of nature. They are hidden, and must be wrested from nature by an active and elaborate technique of inquiry.
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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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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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If a person cannot foresee the consequences of his act, and is not capable of understanding what he is told about its outcome by those with more experience, it is impossible for him to guide his act intelligently. In such a state, every act is alike to him.
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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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Since a democratic society repudiates the principle of external authority, it must find a substitute in voluntary disposition and interest these can be created only by education.
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A response is not just a re-action, a protest, as it were, against being disturbed it is, as the word indicates, an answer. It meets the stimulus, and corresponds with it.
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We cannot set up, out of our heads, something we regard as an ideal society.
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Arriving at one goal is the starting point to another.
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The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative.
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Without the English, reason and philosophy would still be in the most despicable infancy in France.
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Doctrine that eliminates or even obscures the function of choice of values and enlistment of desires and emotions in behalf of those chosen weakens personal responsibility for judgment and for action. It thus helps create the attitudes that welcome and support the totalitarian state.
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Not only is social life identical with communication, but all communication (and hence all genuine social life) is educative.
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Education is not an affair of 'telling' and being told, but an active and constructive process.
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A democracy is more than a form of government it is primarily a mode of associated living, of conjoint communicated experience.
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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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By various agencies, unintentional and designed, a society transforms uninitiated and seemingly alien beings into robust trustees of its own resources and ideals. Education is thus a fostering, a nurturing, a cultivating, process.
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Education is not preparation for life education is life itself.
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