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We rarely recognize the extent in which our conscious estimates of what is worth while and what is not, are due to standards of which we are not conscious at all.

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
Worth
Estimates
Extent
Dues
Rarely
Recognize
Standards
Conscious

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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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Change as change is mere flux and lapse it insults intelligence. Genuinely to know is to grasp a permanent end that realizes itself through changes.
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All education which develops power to share effectively in social life is moral.
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The imagination is the medium of appreciation in every field. The engagement of the imagination is the only thing that makes any activity more than mechanical. Unfortunately, it is too customary to identify the imaginative with the imaginary, rather than with a warm and intimate taking in of the full scope of a situation.
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Not only does social life demand teaching and learning for its own permanence, but the very process of living together educates. It enlarges and enlightens experience it stimulates and enriches imagination it creates responsibility for accuracy and vividness of statement and thought.
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Everything which bars freedom and fullness of communication sets up barriers that divide human beings into sets and cliques, into antagonistic sects and factions, and thereby undermines the democratic way of life.
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Every great advance in science has issued from a new audacity of imagination. What are now working conceptions, employed as a matter of course because they have withstood the tests of experiment and have emerged triumphant, were once speculative hypotheses.
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Human nature exists and operates in an environment. And it is not 'in' that environment as coins are in a box, but as a plant is in the sunlight and soil.
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The school must be a genuine form of active community life, instead of a place set apart in which to learn lessons.
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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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Only in education, never in the life of farmer, sailor, merchant, physician, or laboratory experimenter, does knowledge mean primarily a store of information aloof from doing.
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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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That which distinguishes the Soviet system both from other national systems and from the progressive schools of other countries is the conscious control of every educational procedure by reference to a single and comprehensive social purpose.
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If we learn not humility, we learn nothing.
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The only way to abolish war is to make peace seem heroic.
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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.
John Dewey
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The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative.
John Dewey
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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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Since education is not a means to living, but is identical with the operation of living a life which is fruitful and inherently significant, the only ultimate value which can be set up is just the process of living itself. And this is not an end to which studies and activities are subordinate means it is the whole of which they are ingredients.
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Plato defined a slave as one who accepts from another the purposes which control his conduct. This condition obtains even where there is no slavery in the legal sense. It is found wherever men are engaged in activity which is socially serviceable, but whose service they do not understand and have no personal interest in.
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