Quote

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.

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
Activity
Sustaining
Conditions
Enters
Environment
Bare
Existence
Frustrating
Acting
Passive
Thing
Medium
Way
Mediums
Signifies
Life
Condition
Supposing

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To the being of fully alive, the future is not ominous but a promise it surrounds the present like a halo.
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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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Democracy has to be born anew every generation, and education is its midwife.
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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 subject at some phase of its development should possess, what is for the individual concerned with it, an aesthetic quality.
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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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The need for growth, for development, for change, is fundamental to life.
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The only way to abolish war is to make peace seem heroic.
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No man's credit is as good as his money.
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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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The educational process has no end beyond itself it is its own end.
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What's in a question, you ask? Everything. It is evoking stimulating response or stultifying inquiry. It is, in essence, the very core of teaching.
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Within even the most social group there are many relations that are not as yet social.
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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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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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Vocational training is the training of animals or slaves. It fits them to become cogs in the industrial machine. Free men need liberal education to prepare them to make a good use of their freedom.
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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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What holds for adults holds even more for children, sensitive and conscious of differences. I certainly hope that the Board of Education will think very, very seriously before it introduces this division and antagonism in our public schools.
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Despite the never ending play of conscious correction and instruction, the surrounding atmosphere and spirit is in the end the chief agent in forming manners.
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That education is not an affair of telling and being told, but an active and constructive process, is a principle almost as generally violated in practice as conceded in theory. Is not this deplorable situation due to the fact that the doctrine is itself merely told? It is preached it is lectured it is written about.
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