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Of all affairs, communication is the most wonderful.

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
Affairs
Affair
Communication
Wonderful

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Education, in its broadest sense, is the means of this social continuity of life.
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Confidence is directness and courage in meeting the facts of life.
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When things have a meaning for us, we mean (intend, propose) what we do: when they do not, we act blindly, unconsciously, unintelligently.
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Continuity of life means continual readaptation of the environment to the needs of living organisms.
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There is no greater egoism than that of learning when it is treated simply as a mark of personal distinction to be held and cherished for its own sake. ... [K]knowledge is a possession held in trust for the furthering of the well-being of all
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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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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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How can the child learn to be a free and responsible citizen when the teacher is bound?
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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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Talk of democracy has little content when big business rules the life of the country through its control of the means of production, exchange, the press and other means of publicity, propaganda and communication.
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Education is not preparation for life education is life itself.
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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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The theory of the method of knowing which is advanced in these pages may be termed pragmatic. ... Only that which has been organized into our disposition so as to enable us to adapt the environment to our needs and adapt our aims and desires to the situation in which we live is really knowledge.
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If the eye is constantly greeted by harmonious objects, having elegance of form and color, a standard of taste naturally grows up.
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Teaching may be compared to selling commodities. No one can sell unless somebody buys.
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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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Science is a systematic means of gaining reliable knowledge.
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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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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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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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