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The school must be a genuine form of active community life, instead of a place set apart in which to learn lessons.

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
School
Genuine
Must
Active
Life
Lessons
Instead
Community
Learn
Place
Form
Apart

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Since a democratic society repudiates the principle of external authority, it must find a substitute in voluntary disposition and interest these can be created only by education.
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Of what use, educationally speaking, is it to be able to see the end in the beginning?
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The end justifies the means only when the means used are such as actually bring about the desired and desirable end.
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The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative.
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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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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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Of all affairs, communication is the most wonderful.
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Education, therefore, is a process of living and not a preparation for future living. Without some goals and some efforts to reach it, no man can live. Education is not preparation for life education is life itself.
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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 only way to abolish war is to make peace seem heroic.
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As a society becomes more enlightened, it realizes that it is responsible not to transmit and conserve the whole of its existing achievements, but only such as make for a better future society. The school is its chief agency for the accomplishment of this end.
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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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Teaching may be compared to selling commodities. No one can sell unless somebody buys.
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Education is life itself.
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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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Anyone who has begun to think, places some portion of the world in jeopardy.
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Not perfection as a final goal, but the ever-enduring process of perfecting, maturing, refining is the aim of living.
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The intellectual content of religions has always finally adapted itself to scientific and social conditions after they have become clear.... For this reason I do not think that those who are concerned about the future of a religious attitude should trouble themselves about the conflict of science with traditional doctrines.
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Liberty is not just an idea, an abstract principle. It is power, effective power to do specific things. There is no such thing as liberty in general liberty, so to speak, at large.
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To savages it would seem preposterous to seek out a place where nothing but learning was going on in order that one might learn.
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