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I should venture to assert that the most pervasive fallacy of philosophic thinking goes back to neglect of context.

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
Venture
Context
Neglect
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Back
Pervasive
Thinking
Philosophic
Fallacy
Assert

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While every social arrangement is educative in effect, the educative effect first becomes an important part of the purpose of the association in connection with the association of the older with the younger.
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...the moment of passage from disturbance into harmony is that of intensest life.
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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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Such words as society and community are likely to be misleading, for they have a tendency to make us think there is a single thing corresponding to the single word.
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We can have facts without thinking but we cannot have thinking without facts.
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I do not think that any thorough-going modification of college curriculum would be possible without a modification of the methods of instruction.
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The words environment, medium denote something more than surroundings which encompass an individual. They denote the specific continuity of the surroundings with his own active tendencies.
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[T]he schools, through reliance upon the spur of competition and the bestowing of special honors and prizes, only build up and strengthen the disposition that makes an individual when he leaves school employ his special talents and superior skill to outwit his fellow without respect for the welfare of others
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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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Democracy has to be born anew every generation, and education is its midwife.
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The school must be a genuine form of active community life, instead of a place set apart in which to learn lessons.
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Creative thinking will improve as we relate the new fact to the old and all facts to each other.
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If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.
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But the individual butterfly or earthquake remains just the unique existence which it is. We forget in explaining its occurrence that it is only the occurrence that is explained, not the thing itself.
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The need for growth, for development, for change, is fundamental to life.
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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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Language fails not because thought fails, but because no verbal symbols can do justice to the fullness and richness of thought. Ifwe are to continue talking about data in any other sense than as reflective distinctions, the original datum is always such a qualitative whole.
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Science is a systematic means of gaining reliable knowledge.
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The intellectual content of religions has always finally adapted itself to scientific and social conditions after they have become clear.... For this reason I do not think that those who are concerned about the future of a religious attitude should trouble themselves about the conflict of science with traditional doctrines.
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The good society was, like the good self, a diverse yet harmonious, growing yet unified whole, a fully participatory democracy in which the powers and capacities of the individuals that comprised it were harmonized by their cooperative activities into a community that permitted the full and free expression of individuality.
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