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Even dogs and horses have their actions modified by association with human beings they form different habits because human beings are concerned with what they do.

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
Different
Horse
Even
Beings
Modified
Concerned
Horses
Habit
Association
Action
Habits
Form
Dogs
Human
Actions
Humans
Dog

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But the individual butterfly or earthquake remains just the unique existence which it is. We forget in explaining its occurrence that it is only the occurrence that is explained, not the thing itself.
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Education, in its broadest sense, is the means of this social continuity of life.
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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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If a person cannot foresee the consequences of his act, and is not capable of understanding what he is told about its outcome by those with more experience, it is impossible for him to guide his act intelligently. In such a state, every act is alike to him.
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The problem of education in a democratic society is to do away with ... dualism and to construct a course of studies which makes thought a guide of free practice for all and which makes leisure a reward of accepting responsibility for service, rather than a state of exemption from it.
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Of all affairs, communication is the most wonderful.
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A child may have to be snatched with roughness away from a fire so that he shall not be burnt.
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Intelligence is in constant process of forming, and its retention requires constant alertness in observing consequences, an open-minded will to learn, and courage in readjustment.
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The outstanding problem of the Public is discovery and identification of itself
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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 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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The problem is to extract the desirable traits of forms of community life which actually exist, and employ them to criticize undesirable features and suggest improvement
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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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Language exists only when it is listened to as well as spoken. The hearer is an indispensable partner.
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