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Education has no more serious responsibility than the making of adequate provision for enjoyment of recreative leisure not only for the sake of immediate health, but for the sake of its lasting effect upon the habits of the mind.

John Dewey

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John Dewey
Age: 92 †
Born: 1859
Born: October 20
Died: 1952
Died: June 1
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Dewey
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Education is not an affair of 'telling' and being told, but an active and constructive process.
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It is obvious to any observer that in every western country the increase of importance of public schools has been at least coincident with the relaxation of older family ties.
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By object is meant some element in the complex whole that is defined in abstraction from the whole of which it is a distinction.
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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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Every great advance in science has issued from a new audacity of imagination.
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If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect - its effect upon conscious experience - we may well believe that this lesson has been learned largely through dealings with the young.
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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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Education is life itself.
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To avoid a split between what men consciously know because they are aware of having learned it by a specific job of learning, and what they unconsciously know because they have absorbed it in the formation of their characters by intercourse with others, becomes an increasingly delicate task with every development of special schooling.
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There is no greater egoism than that of learning when it is treated simply as a mark of personal distinction to be held and cherished for its own sake. ... [K]knowledge is a possession held in trust for the furthering of the well-being of all
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It science involves an intelligent and persistent endeavor to revise current beliefs so as to weed out what is erroneous, to add to their accuracy, and, above all, to give them such shape that the dependencies of the various facts upon one another may be as obvious as possible.
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I believe that in this way the teacher always is the prophet of the true God and the usherer in of the true kingdom of God.
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No man's credit is as good as his money.
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The central problem of an education based upon experience is to select the kind of present experience that live fruitfully and creatively in subsequent experiences.
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Continuity of life means continual readaptation of the environment to the needs of living organisms.
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All genuine learning comes through experience.
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Each generation is inclined to educate its young so as to get along in the present world instead of with a view to the proper end of education: the promotion of the best possible realization of humanity as humanity. Parents educate their children so that they may get on princes educate their subjects as instruments of their own purpose.
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Communication of science as subject-matter has so far outrun in education the construction of a scientific habit of mind that to some extent the natural common sense of mankind has been interfered with to its detriment.
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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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Democracy has to be born anew every generation, and education is its midwife.
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