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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.

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
Capable
Richness
Experience
Perceived
Firsts
Significance
First
Range
Assuming
Appearance
Indefinite
Connections
Extending
However
Trivial

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Mankind likes to think in terms of extreme opposites.
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Inside the modern city, in spite of its nominal political unity, there are probably more communities, more differing customs, traditions, aspirations, and forms of government or control, than existed in an entire continent at an earlier epoch.
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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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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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We rarely recognize the extent in which our conscious estimates of what is worth while and what is not, are due to standards of which we are not conscious at all.
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Knowledge is no longer an immobile solid it has been liquefied. it is actively moving in all the currents of society itself
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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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Mind is a verb not a noun.
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Any genuine teaching will result, if successful, in someone's knowing how to bring about a better condition of things than existed earlier.
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The religious is any activity pursued in behalf of an ideal end against obstacles and in spite of threats of personal loss because of its general and enduring value.
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Education Proceeds ultimately from the patterns furnished by institutions, customs, and laws- If the patterns of institutions, customs, and laws are broken for this philosophy education should fix itself. There should be several different things taught instead of one Supreme Factor.
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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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As long as art is the beauty parlor of civilization, neither art nor civilization is secure.
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The future of religion is connected with the possibility of developing a faith in the possibilities of human experience and human relationships that will create a vital sense of the solidarity of human interests and inspire action to make that sense a reality.
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When others are not doing what we would like them to or are threatening disobedience, we are most conscious of the need of controlling them and of the influences by which they are controlled.
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Intelligence is in constant process of forming, and its retention requires constant alertness in observing consequences, an open-minded will to learn, and courage in readjustment.
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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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Teaching may be compared to selling commodities. No one can sell unless somebody buys.
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The educational process has no end beyond itself it is its own end.
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An education could be given which would sift individuals, discovering what they were good for, and supplying a method of assigning each to the work in life for which his nature fits him.
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