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How many students ... were rendered callous to ideas, and how many lost the impetus to learn because of the way in which learning was experienced by them?

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
Many
Impetus
Way
Rendered
Experienced
Students
Learning
Learn
Lost
Ideas
Callous

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[T]he schools, through reliance upon the spur of competition and the bestowing of special honors and prizes, only build up and strengthen the disposition that makes an individual when he leaves school employ his special talents and superior skill to outwit his fellow without respect for the welfare of others
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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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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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Just because life signifies not bare passive existence (supposing there is such a thing), but a way of acting, environment or medium signifies what enters into this activity as a sustaining or frustrating condition.
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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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For one man who thanks God that he is not as other men there are a thousand to offer thanks that they are as other men, sufficiently as others are to escape attention.
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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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Men have never fully used [their] powers to advance the good in life, because they have waited upon some power external to themselves and to nature to do the work they are responsible for doing.
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As long as art is the beauty parlor of civilization, neither art nor civilization is secure.
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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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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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If the eye is constantly greeted by harmonious objects, having elegance of form and color, a standard of taste naturally grows up.
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There is no such thing as educational value in the abstract. The notion that some subjects and methods and that acquaintance with certain facts and truths possess educational value in and of themselves is the reason why traditional education reduced the material of education so largely to a diet of predigested materials.
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Within even the most social group there are many relations that are not as yet social.
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Things gain meaning by being used in a shared experience or joint action.
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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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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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A being connected with other beings cannot perform his own activities without taking the activities of others into account. For they are the indispensable conditions of the realization of his tendencies. When he moves he stirs them and reciprocally.
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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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Arriving at one goal is the starting point to another.
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