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There is no common understanding, and no community life. But in a shared activity, each person refers what he is doing to what the other is doing and vice-versa.

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
Common
Refers
Persons
Versa
Person
Shared
Life
Vice
Vices
Activity
Understanding
Community

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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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Modern life means democracy, democracy means freeing intelligence for independent effectivenessthe emancipation of mind as an individual organ to do its own work. We naturally associate democracy, to be sure, with freedom of action, but freedom of action without freed capacity of thought behind it is only chaos.
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In brief, the function of knowledge is to make one experience freely available to other experiences.
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In the present state of the world, it is evident that the control we have gained of physical energies, heat, light, electricity, etc., without having first secured control of our use of ourselves is a perilous affair. Without the control of our use of ourselves, our use of other things is blind it may lead to anything.
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Schools should take an active part in directing social change, and share in the construction of a new social order
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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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Like the soil, mind is fertilized while it lies fallow, until a new burst of bloom ensues.
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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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All communication is like art. It may fairly be said, therefore, that any social arrangement that remains vitally social, or vitally shared, is educative to those who participate in it. Only when it becomes cast in a mold and runs in a routine way does it lose its educative power.
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If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect - its effect upon conscious experience - we may well believe that this lesson has been learned largely through dealings with the young.
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I do not think that any thorough-going modification of college curriculum would be possible without a modification of the methods of instruction.
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most notable distinction between living and inanimate beings is that the former maintain themselves by renewal.
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If all meanings could be adequately expressed by words, the arts of painting and music would not exist.
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If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.
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I should venture to assert that the most pervasive fallacy of philosophic thinking goes back to neglect of context.
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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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If we learn not humility, we learn nothing.
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The activity of the immature human being is simply played upon to secure habits which are useful. He is trained like an animal rather than educated like a human being. His instincts remain attached to their original objects of pain or pleasure. But to get happiness or to avoid the pain of failure he has to act in a way agreeable to others.
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