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Those engaged in directing the actions of others are always in danger of overlooking the importance of the sequential development of those they direct.

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
Always
Engaged
Actions
Importance
Direct
Danger
Development
Sequential
Action
Overlooking
Others
Directing

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Old ideas give way slowly for they are more than abstract logical forms and categories. They are habits, predispositions, deeply ingrained attitudes of aversion and preference.
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Intellectually religious emotions are not creative but conservative. They attach themselves readily to the current view of the world and consecrate it.
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With respect to the development of powers devoted to coping with specific scientific and economic problems we may say that the child should be growing in manhood. With respect to sympathetic curiosity, unbiased responsiveness, and openness of mind, we may say that the adult should be growing in childlikeness.
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All genuine learning comes through experience.
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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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Experience alone cannot deliver to us necessary truths truths completely demonstrated by reason. Its conclusions are particular, not universal.
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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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It science involves an intelligent and persistent endeavor to revise current beliefs so as to weed out what is erroneous, to add to their accuracy, and, above all, to give them such shape that the dependencies of the various facts upon one another may be as obvious as possible.
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The educative value of manual activities and of laboratory exercises, as well as of play, depends upon the extent in which they aid in bringing about a sensing of the meaning of what is going on. In effect, if not in name, they are dramatizations.
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When things have a meaning for us, we mean (intend, propose) what we do: when they do not, we act blindly, unconsciously, unintelligently.
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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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Luck, bad if not good, will always be with us. But it has a way of favoring the intelligent and showing its back to the stupid.
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For in spite of itself any movement that thinks and acts in terms of an ‘ism becomes so involved in reaction against other ‘isms that it is unwittingly controlled by them. For it then forms its principles by reaction against them instead of by a comprehensive, constructive survey of actual needs, problems, and possibilities.
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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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In brief, the function of knowledge is to make one experience freely available to other experiences.
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The most important attitude that can be formed is that of desire to go on learning.
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To be a recipient of a communication is to have an enlarged and changed experience.
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By reading the characteristic features of any man's castles in the air you can make a shrewd guess as to his underlying desires which are frustrated.
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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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Talk of democracy has little content when big business rules the life of the country through its control of the means of production, exchange, the press and other means of publicity, propaganda and communication.
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