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There is not, in fact, any such thing as the direct influence of one human being on another apart from use of the physical environment as an intermediary. A smile, a frown, a rebuke, a word of warning or encouragement, all involve some physical change. Otherwise, the attitude of one would not get over to alter the attitude of another.

John Dewey

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John Dewey
Age: 92 †
Born: 1859
Born: October 20
Died: 1952
Died: June 1
Aesthetician
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Philosopher
Professor
Psychologist
Sociologist
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Burlington
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Dewey
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Warning
Humans
Environment
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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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Just because life signifies not bare passive existence (supposing there is such a thing), but a way of acting, environment or medium signifies what enters into this activity as a sustaining or frustrating condition.
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Doctrine that eliminates or even obscures the function of choice of values and enlistment of desires and emotions in behalf of those chosen weakens personal responsibility for judgment and for action. It thus helps create the attitudes that welcome and support the totalitarian state.
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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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Education has no more serious responsibility than the making of adequate provision for enjoyment of recreative leisure not only for the sake of immediate health, but for the sake of its lasting effect upon the habits of the mind.
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It requires troublesome work to undertake the alteration of old beliefs.
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Legislation is a matter of more or less intelligent improvisation aiming at palliating conditions by means of patchwork policies.
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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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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 real process of education should be the process of learning to think through the application of real problems.
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[T]he schools, through reliance upon the spur of competition and the bestowing of special honors and prizes, only build up and strengthen the disposition that makes an individual when he leaves school employ his special talents and superior skill to outwit his fellow without respect for the welfare of others
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Without some goals and some efforts to reach it, no man can live.
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Education as growth or maturity should be an ever-present process.
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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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Such happiness as life is capable of comes from the full participation of all our powers in the endeavor to wrest from each changing situations of experience its own full and unique meaning.
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The religious is any activity pursued in behalf of an ideal end against obstacles and in spite of threats of personal loss because of its general and enduring value.
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We have lost confidence in reason because we have learned that man is chiefly a creature of habit and emotion.
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Art is not the possession of the few who are recognized writers, painters, musicians it is the authentic expression of any and all individuality.
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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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Any education given by a group tends to socialize its members, but the quality and the value of the socialization depends upon the habits and aims of the group. Hence, once more, the need of a measure for the worth of any given mode of social life.
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