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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.

John Dewey

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John Dewey
Age: 92 †
Born: 1859
Born: October 20
Died: 1952
Died: June 1
Aesthetician
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Philosopher
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Dewey
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We can have facts without thinking but we cannot have thinking without facts.
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Plato defined a slave as one who accepts from another the purposes which control his conduct. This condition obtains even where there is no slavery in the legal sense. It is found wherever men are engaged in activity which is socially serviceable, but whose service they do not understand and have no personal interest in.
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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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As we have seen there is some kind of continuity in any case since every experience affects for better or worse the attitudes which help decide the quality of further experiences, by setting up certain preference and aversion, and making it easier or harder to act for this or that end.
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What's in a question, you ask? Everything. It is evoking stimulating response or stultifying inquiry. It is, in essence, the very core of teaching.
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Conflict is the gadfly of thought. It stirs us to observation and memory. It instigates invention. It shocks us out of sheep-like passivity, and sets us at noting and contriving…conflict is a sine qua non of reflection and ingenuity.
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The problem is to extract the desirable traits of forms of community life which actually exist, and employ them to criticize undesirable features and suggest improvement
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If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect - its effect upon conscious experience - we may well believe that this lesson has been learned largely through dealings with the young.
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There is not, in fact, any such thing as the direct influence of one human being on another apart from use of the physical environment as an intermediary. A smile, a frown, a rebuke, a word of warning or encouragement, all involve some physical change. Otherwise, the attitude of one would not get over to alter the attitude of another.
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The devotion of democracy to education is a familiar fact. . . . [A] government resting upon popular suffrage cannot be successful unless those who elect . . . their governors are educated.
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Instruction is important.
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Science is a systematic means of gaining reliable knowledge.
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If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.
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The real process of education should be the process of learning to think through the application of real problems.
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Traveling is a constant arriving, while arrival that precludes further traveling is most easily attained by going to sleep or dying.
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The young of human beings compare so poorly in original efficiency with the young of many of the lower animals, that even the powers needed for physical sustentation have to be acquired under tuition. How much more, then, is this the case with respect to all the technological, artistic, scientific, and moral achievements of humanity!
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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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To be a recipient of a communication is to have an enlarged and changed experience.
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The only way to abolish war is to make peace seem heroic.
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The premium so often put in schools upon external discipline, and upon marks and rewards, upon promotion and keeping back, are the obverse of the lack of attention given to life situations in which the meaning of facts, ideas, principles, and problems is vitally brought home.
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