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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.

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
Consequence
Readjustment
Intelligence
Retention
Constant
Alertness
Courage
Forming
Open
Observing
Learn
Minded
Process
Consequences
Requires

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Democracy has to be born anew every generation, and education is its midwife.
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Education is life itself.
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A democracy is more than a form of government it is primarily a mode of associated living, of conjoint communicated experience.
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Knowledge falters when imagination clips its wings or fears to use them.
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Mankind likes to think in terms of extreme opposites.
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Since growth is the characteristic of life, education is all one with growing it has no end beyond itself. The criterion of the value of school education is the extent in which it creates a desire for continuous growth and supplies means for making the desire effective in fact.
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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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Language exists only when it is listened to as well as spoken. The hearer is an indispensable partner.
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Experience alone cannot deliver to us necessary truths truths completely demonstrated by reason. Its conclusions are particular, not universal.
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Education is not an affair of 'telling' and being told, but an active and constructive process.
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The activity of the immature human being is simply played upon to secure habits which are useful. He is trained like an animal rather than educated like a human being. His instincts remain attached to their original objects of pain or pleasure. But to get happiness or to avoid the pain of failure he has to act in a way agreeable to others.
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Mind is a verb not a noun.
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Society exists through a process of transmission quite as much as biological life. This transmission occurs by means of communication of habits of doing, thinking, and feeling from the older to the younger.
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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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The educative value of manual activities and of laboratory exercises, as well as of play, depends upon the extent in which they aid in bringing about a sensing of the meaning of what is going on. In effect, if not in name, they are dramatizations.
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To the being of fully alive, the future is not ominous but a promise it surrounds the present like a halo.
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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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It requires troublesome work to undertake the alteration of old beliefs.
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What holds for adults holds even more for children, sensitive and conscious of differences. I certainly hope that the Board of Education will think very, very seriously before it introduces this division and antagonism in our public schools.
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