Quote

Forty years spent in wandering in a wilderness like that of the present is not a sad fate - unless one attempts to make himself believe that the wilderness is after all itself the promised land.

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
Fate
Unless
Wandering
Present
Attempts
Land
Promised
Believe
Wilderness
Years
Wander
Make
Forty
Like
Spent

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We talk much more about individualism and liberty than our ancestors. But as so often happens, when anything becomes conscious, the consciousness is compensatory for absence in practice.
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Any education given by a group tends to socialize its members, but the quality and the value of the socialization depends upon the habits and aims of the group. Hence, once more, the need of a measure for the worth of any given mode of social life.
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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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All genuine learning comes through experience.
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Give the pupils something to do, not something to learn and the doing is of such a nature as to demand thinking learning naturally results.
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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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We cannot set up, out of our heads, something we regard as an ideal society.
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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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Art is not the possession of the few who are recognized writers, painters, musicians it is the authentic expression of any and all individuality.
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Not only is social life identical with communication, but all communication (and hence all genuine social life) is educative.
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Communication is a process of sharing experience till it becomes a common possession. It modifies the disposition of both the parties who partake in it.
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We can have facts without thinking but we cannot have thinking without facts.
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Luck, bad if not good, will always be with us. But it has a way of favoring the intelligent and showing its back to the stupid.
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While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing.
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In brief, the function of knowledge is to make one experience freely available to other experiences.
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The most important attitude that can be formed is that of desire to go on learning.
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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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I believe that education is the fundamental method of social progress and reform.
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An idea is a method of evading, circumventing or surmounting through reflection, obstacles that otherwise would have to be attacked by brute force.
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