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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.

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
Might
Savages
Nothing
Seek
Going
Seem
Would
Learning
Learn
Order
Place
Seems
Preposterous

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Modern philosophy certainly exacts a surrender of all supernaturalism and fixed dogma and rigid institutionalism with which Christianity has been historically associated
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The real process of education should be the process of learning to think through the application of real problems.
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Inside the modern city, in spite of its nominal political unity, there are probably more communities, more differing customs, traditions, aspirations, and forms of government or control, than existed in an entire continent at an earlier epoch.
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Confidence is directness and courage in meeting the facts of life.
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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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Mind is a verb not a noun.
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Doctrine that eliminates or even obscures the function of choice of values and enlistment of desires and emotions in behalf of those chosen weakens personal responsibility for judgment and for action. It thus helps create the attitudes that welcome and support the totalitarian state.
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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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How can the child learn to be a free and responsible citizen when the teacher is bound?
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...the moment of passage from disturbance into harmony is that of intensest life.
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Criticism of the commitment of religion to the supernatural is thus positive in import.
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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 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.
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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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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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Such happiness as life is capable of comes from the full participation of all our powers in the endeavor to wrest from each changing situations of experience its own full and unique meaning.
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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 most important attitude that can be formed is that of desire to go on learning.
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Anyone who has begun to think, places some portion of the world in jeopardy.
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A response is not just a re-action, a protest, as it were, against being disturbed it is, as the word indicates, an answer. It meets the stimulus, and corresponds with it.
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