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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
Aesthetician
Pedagogue
Philosopher
Professor
Psychologist
Sociologist
Teacher
Trade Unionist
Burlington
Vermont
Dewey
Health
Leisure
Serious
Habits
Responsibility
Lasting
Enjoyment
Education
Effect
Upon
Sake
Provision
Making
Habit
Adequate
Mind
Effects
Immediate

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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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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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The reactionaries are in possession of force, in not only the army and police, but in the press and the schools
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Perhaps the greatest of all pedagogical fallacies is the notion that a person learns only the particular thing he is studying at the time.
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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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Faith in the possibilities of continued and rigorous inquiry does not limit access to truth to any channel or scheme of things. It does not first say that truth is universal and then add there is but one road to it.
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Schools should take an active part in directing social change, and share in the construction of a new social order
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Choice is the declaration by self that a certain ideal of self shall be realized.
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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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The only way to abolish war is to make peace seem heroic.
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As long as art is the beauty parlor of civilization, neither art nor civilization is secure.
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Mere physical growing up, mere mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required.
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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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We have lost confidence in reason because we have learned that man is chiefly a creature of habit and emotion.
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When things have a meaning for us, we mean (intend, propose) what we do: when they do not, we act blindly, unconsciously, unintelligently.
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That which distinguishes the Soviet system both from other national systems and from the progressive schools of other countries is the conscious control of every educational procedure by reference to a single and comprehensive social purpose.
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I should venture to assert that the most pervasive fallacy of philosophic thinking goes back to neglect of context.
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The educational process has no end beyond itself it is its own end.
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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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