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The school has the function of coordinating within the disposition of each individual the diverse influences of the various social environments into which he enters.

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
School
Diverse
Various
Function
Influence
Coordinating
Environment
Environments
Within
Enters
Individual
Influences
Social
Disposition

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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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Traveling is a constant arriving, while arrival that precludes further traveling is most easily attained by going to sleep or dying.
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Education is not an affair of 'telling' and being told, but an active and constructive process.
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When words do not enter as factors into a shared situation, either overtly or imaginatively, they operate as pure physical stimuli, not as having a meaning or intellectual value. They set activity running in a given groove, but there is no accompanying conscious purpose or meaning.
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A being connected with other beings cannot perform his own activities without taking the activities of others into account. For they are the indispensable conditions of the realization of his tendencies. When he moves he stirs them and reciprocally.
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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 good man is the man who, no matter how morally unworthy he has been, is moving to become better.
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The real process of education should be the process of learning to think through the application of real problems.
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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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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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Without initiation into the scientific spirit one is not in possession of the best tools which humanity has so far devised for effectively directed reflection. One in that case not merely conducts inquiry and learning without the use of the best instruments, but fails to understand the full meaning of knowledge.
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Knowledge falters when imagination clips its wings or fears to use them.
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Experience alone cannot deliver to us necessary truths truths completely demonstrated by reason. Its conclusions are particular, not universal.
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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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How can the child learn to be a free and responsible citizen when the teacher is bound?
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While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing.
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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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The end justifies the means only when the means used are such as actually bring about the desired and desirable end.
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Even in a savage tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases.
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To savages it would seem preposterous to seek out a place where nothing but learning was going on in order that one might learn.
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