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By various agencies, unintentional and designed, a society transforms uninitiated and seemingly alien beings into robust trustees of its own resources and ideals. Education is thus a fostering, a nurturing, a cultivating, process.

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
Ideals
Agencies
Thus
Robust
Various
Seemingly
Uninitiated
Resources
Nurturing
Unintentional
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Alien
Trustees
Education
Aliens
Fostering
Society
Designed
Transforms
Process
Agency
Cultivating

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Those engaged in directing the actions of others are always in danger of overlooking the importance of the sequential development of those they direct.
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Scientific principles and laws do not lie on the surface of nature. They are hidden, and must be wrested from nature by an active and elaborate technique of inquiry.
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Luck, bad if not good, will always be with us. But it has a way of favoring the intelligent and showing its back to the stupid.
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Conflict is the gadfly of thought. It stirs us to observation and memory. It instigates invention. It shocks us out of sheep-like passivity, and sets us at noting and contriving…conflict is a sine qua non of reflection and ingenuity.
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We never educate directly, but indirectly by means of the environment. Whether we permit chance environments to do the work, or whether we design environments for the purpose makes a great difference.
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Give the pupils something to do, not something to learn and the doing is of such a nature as to demand thinking learning naturally results.
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The theory of the method of knowing which is advanced in these pages may be termed pragmatic. ... Only that which has been organized into our disposition so as to enable us to adapt the environment to our needs and adapt our aims and desires to the situation in which we live is really knowledge.
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No system has ever as yet existed which did not in some form involve the exploitation of some human beings for the advantage of others.
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Etymologically, the word education means just a process of leading or bringing up.
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The empiric easily degenerates into the quack. He does not know where his knowledge begins or leaves off, and so when he gets beyond routine conditions he begins to pretend-to make claims for which there is no justification, and to trust to luck and to ability to impose upon others-to bluff.
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We cannot set up, out of our heads, something we regard as an ideal society.
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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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Just as a flower which seems beautiful and has color but no perfume, so are the fruitless words of the man who speaks them but does them not.
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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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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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Any education given by a group tends to socialize its members, but the quality and the value of the socialization depends upon the habits and aims of the group. Hence, once more, the need of a measure for the worth of any given mode of social life.
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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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Since in reality there is nothing to which growth is relative save more growth, there is nothing to which education is subordinate save more education.
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...the moment of passage from disturbance into harmony is that of intensest life.
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Every great advance in science has issued from a new audacity of imagination.
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