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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.

John Dewey

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John Dewey
Age: 92 †
Born: 1859
Born: October 20
Died: 1952
Died: June 1
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Any experience, however, trivial in its first appearance, is capable of assuming an indefinite richness of significance by extending its range of perceived connections.
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The first step in freeing men from external chains was to emancipate them from the internal chains of false beliefs and ideals.
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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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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.
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The phrase think for one's self is a pleonasm. Unless one does it for one's self, it isn't thinking.
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Every great advance in science has issued from a new audacity of imagination. What are now working conceptions, employed as a matter of course because they have withstood the tests of experiment and have emerged triumphant, were once speculative hypotheses.
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When words do not enter as factors into a shared situation, either overtly or imaginatively, they operate as pure physical stimuli, not as having a meaning or intellectual value. They set activity running in a given groove, but there is no accompanying conscious purpose or meaning.
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As a matter of fact, a modern society is many societies more or less loosely connected. Each household with its immediate extension of friends makes a society the village or street group of playmates is a community each business group, each club, is another.
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Every teacher should realize the dignity of his calling.
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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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Instruction is important.
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The most important attitude that can be formed is that of desire to go on learning.
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The good man is the man who, no matter how morally unworthy he has been, is moving to become better.
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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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I believe that in this way the teacher always is the prophet of the true God and the usherer in of the true kingdom of God.
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Everything which bars freedom and fullness of communication sets up barriers that divide human beings into sets and cliques, into antagonistic sects and factions, and thereby undermines the democratic way of life.
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Each generation is inclined to educate its young so as to get along in the present world instead of with a view to the proper end of education: the promotion of the best possible realization of humanity as humanity. Parents educate their children so that they may get on princes educate their subjects as instruments of their own purpose.
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To avoid a split between what men consciously know because they are aware of having learned it by a specific job of learning, and what they unconsciously know because they have absorbed it in the formation of their characters by intercourse with others, becomes an increasingly delicate task with every development of special schooling.
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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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It requires troublesome work to undertake the alteration of old beliefs.
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