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When others are not doing what we would like them to or are threatening disobedience, we are most conscious of the need of controlling them and of the influences by which they are controlled.

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
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Dewey
Conscious
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Others
Need
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Needs
Disobedience
Would
Influences
Like
Threatening
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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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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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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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The bare fact that language consists of sounds which are mutually intelligible is enough of itself to show that its meaning depends upon connection with a shared experience.
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Perhaps the greatest of all pedagogical fallacies is the notion that a person learns only the particular thing he is studying at the time.
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Thought is impossible without words.
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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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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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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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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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Science is a systematic means of gaining reliable knowledge.
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I believe that in this way the teacher always is the prophet of the true God and the usherer in of the true kingdom of God.
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The central problem of an education based upon experience is to select the kind of present experience that live fruitfully and creatively in subsequent experiences.
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By object is meant some element in the complex whole that is defined in abstraction from the whole of which it is a distinction.
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A good aim surveys the present state of experience of pupils, and forming a tentative plan of treatment, keeps the plan constantly in view and yet modifies it as conditions develop. The aim, in short, is experimental, and hence constantly growing as it is tested in action.
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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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Experience, in short, is not a combination of mind and world, subject and object, method and subject matter, but is a single continuous interaction of a great diversity (literally countless in number) of energies.
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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 interaction of knowledge and skills with experience is key to learning.
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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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