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

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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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There is more than a verbal tie between the words common, community, and communication.
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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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Modern life means democracy, democracy means freeing intelligence for independent effectivenessthe emancipation of mind as an individual organ to do its own work. We naturally associate democracy, to be sure, with freedom of action, but freedom of action without freed capacity of thought behind it is only chaos.
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Various epochs of the past have had their own characteristic struggles and interests. Each of these great epochs has left behind itself a kind of cultural deposit, like a geologic stratum. These deposits have found their way into educational institutions in the form of studies, distinct courses of study, distinct types of schools.
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When reality is sought for at large, it is without intellectual import at most the term carries the connotation of an agreeableemotional state.
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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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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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If all meanings could be adequately expressed by words, the arts of painting and music would not exist.
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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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The teacher loses the position of external boss or dictator but takes on that of leader of group activities
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Knowledge falters when imagination clips its wings or fears to use them.
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A person who is trained to consider his actions, to undertake them deliberately, is in so far forth disciplined. Add to this ability a power to endure in an intelligently chosen course in the face of distraction, confusion, and difficulty, and you have the essence of discipline.
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most notable distinction between living and inanimate beings is that the former maintain themselves by renewal.
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The premium so often put in schools upon external discipline, and upon marks and rewards, upon promotion and keeping back, are the obverse of the lack of attention given to life situations in which the meaning of facts, ideas, principles, and problems is vitally brought home.
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By doing his share in the associated activity, the individual appropriates the purpose which actuates it, becomes familiar with its methods and subject matters, acquires needed skill, and is saturated with its emotional spirit.
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All genuine learning comes through experience.
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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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Language fails not because thought fails, but because no verbal symbols can do justice to the fullness and richness of thought. Ifwe are to continue talking about data in any other sense than as reflective distinctions, the original datum is always such a qualitative whole.
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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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