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All education which develops power to share effectively in social life is moral.

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
Life
Develops
Effectively
Share
Education
Moral
Social
Power

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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 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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The conception of education as a social process and function has no definite meaning until we define the kind of society we have in mind.
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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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The school has the function of coordinating within the disposition of each individual the diverse influences of the various social environments into which he enters.
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Always make the other person feel important.
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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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Every teacher should realize he is a social servant set apart for the maintenance of the proper social order and the securing of the right social growth. 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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Legislation is a matter of more or less intelligent improvisation aiming at palliating conditions by means of patchwork policies.
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Communication of science as subject-matter has so far outrun in education the construction of a scientific habit of mind that to some extent the natural common sense of mankind has been interfered with to its detriment.
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Science is a systematic means of gaining reliable knowledge.
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If the members who compose a society lived on continuously, they might educate the new-born members, but it would be a task directed by personal interest rather than social need. Now it is a work of necessity.
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Despite the never ending play of conscious correction and instruction, the surrounding atmosphere and spirit is in the end the chief agent in forming manners.
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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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In order to have a large number of values in common, all the members of the group must have an equable opportunity, to receive and to take from others. There must be a large variety of shared undertakings and experiences. Otherwise, the influences which educate some into masters, educates others into slaves.
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Every teacher should realize the dignity of his calling.
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In the present state of the world, it is evident that the control we have gained of physical energies, heat, light, electricity, etc., without having first secured control of our use of ourselves is a perilous affair. Without the control of our use of ourselves, our use of other things is blind it may lead to anything.
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Language exists only when it is listened to as well as spoken. The hearer is an indispensable partner.
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A good aim surveys the present state of experience of pupils, and forming a tentative plan of treatment, keeps the plan constantly in view and yet modifies it as conditions develop. The aim, in short, is experimental, and hence constantly growing as it is tested in action.
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The need for growth, for development, for change, is fundamental to life.
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