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John Dewey Quotes - Page 10

All Quotes Achievement Art Atheism Attitude Authority Balance Belief Change Character Children Choices Communication Community Conflict Confusion Consciousness Country Culture Curiosity Democracy Desire Discipline Dogma Economy Education Effort Energy Environment Exercise Feelings Future Giving Growth Home Human Nature Humanity Imagination Inspirational Judging Judgment Knowledge Language Learning Liberty Life Literature Lying Memories Nature Office Opportunity Pain Past Perception Philosophy Plato Preparation Progress Purpose Quality Reality Reflection Religion Responsibility Running School Science Spring Struggle Students Study Teaching Today Training Understanding Wisdom

Intelligent thinking means an increment of freedom in action-an emancipation from chance and fatality. 'Thought' represents the suggestion of a way of response that is different from that which would have been followed

Intelligent thinking means an increment of freedom in action-an emancipation from chance and fatality. 'Thought' represents the suggestion of a way of response that is different from that which would have been followed if intelligent observation had not effected an inference as to the future.

Mean, Intelligent, Thinking

John Dewey, Jo Ann Boydston, Ralph Ross (2008). “The Middle Works, 1899-1924: 1920”, p.163, SIU Press

most notable distinction between living and inanimate beings is that the former maintain themselves by renewal.

Notable, Renewal, Distinction

John Dewey (1980). “The Middle Works, 1899-1924”, p.4, SIU Press

...the moment of passage from disturbance into harmony is that of intensest life.

Music, Moments, Harmony

John Dewey (2005). “Art as Experience”, p.16, Penguin

A response is not just a re-action, a protest, as it were, against being disturbed; it is, as the word indicates, an answer. It meets the stimulus, and corresponds with it.

Answers, Action, Stimulus

John Dewey (2012). “Democracy and Education”, p.29, Courier Corporation

The good society was, like the good self, a diverse yet harmonious, growing yet unified whole, a fully participatory democracy in which the powers and capacities of the individuals that comprised it were harmonized by their cooperative activities into a community that permitted the full and free expression of individuality.

Self, Expression, Community

Knowledge falters when imagination clips its wings or fears to use them.

Knowledge, Science, Wings

William James, John Dewey, John M. Capps, Donald Capps (2005). “James and Dewey on Belief and Experience”, p.212, University of Illinois Press

Many of the obstacles for change which have been attributed to human nature are in fact due to the inertia of institutions and to the voluntary desire of powerful classes to maintain the existing status.

Powerful, Class, Desire

John Dewey, Jo Ann Boydston, Sidney Ratner (2008). “The Later Works of John Dewey, 1925 - 1953: 1931-1932, Essays, Reviews, and Miscellany”, p.38, SIU Press

Good manners come, as we say, from good breeding or rather are good breeding; and breeding is acquired by habitual action, in response to habitual stimuli, not by conveying information.

Good Man, Information, Action

John Dewey (2012). “Democracy and Education”, p.23, Courier Corporation

As a child lives today, he will live tomorrow.

Children, Learning, Live For Today

If the eye is constantly greeted by harmonious objects, having elegance of form and color, a standard of taste naturally grows up.

Growing Up, Eye, Color

John Dewey (2012). “Democracy and Education”, p.23, Courier Corporation

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.

Views, Growing, Action

John Dewey (2015). “Democracy and Education: Top American Authors”, p.80, 谷月社

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.

Needs, Influence, Threatening

John Dewey (2012). “Democracy and Education”, p.31, Courier Corporation

In laying hands upon the sacred ark of absolute permanency, in treating the forms that had been regarded as types of fixity and perfection as originating and passing away, the Origin of Species introduced a mode of thinking that in the end was bound to transform the logic of knowledge, and hence the treatment of morals, politics, and religion.

Religious, Thinking, Ideas

John Dewey, Larry Hickman, Thomas M. Alexander (1998). “The Essential Dewey: Pragmatism, education, democracy”, p.39, Indiana University Press

The intellectual content of religions has always finally adapted itself to scientific and social conditions after they have become clear.... For this reason I do not think that those who are concerned about the future of a religious attitude should trouble themselves about the conflict of science with traditional doctrines.

Religious, Attitude, Thinking

John Dewey, Jo Ann Boydston, Paul Kurtz (2008). “The Later Works, 1925-1953: 1929-1930”, p.273, SIU Press

Balance is balancing.

Balance

John Dewey (2005). “Art as Experience”, p.187, Penguin

By doing his share in the associated activity, the individual appropriates the purpose which actuates it, becomes familiar with its methods and subject matters, acquires needed skill, and is saturated with its emotional spirit.

Emotional, Skills, Matter

John Dewey, (2013). “Democracy and Education - An Introduction to the Philosophy of Education”, p.30, Read Books Ltd

Such words as "society" and "community" are likely to be misleading, for they have a tendency to make us think there is a single thing corresponding to the single word.

Thinking, Community, Tendencies

John Dewey (2012). “Democracy and Education”, p.25, Courier Corporation

The most important factor in the training of good mental habits consists in acquiring the attitude of suspended conclusion, and in mastering the various methods of searching for new materials to corroborate or to refute the first suggestions that occur.

Attitude, Good Man, Training

John Dewey (2015). “How We Think: Top American Authors”, p.12, 谷月社

Method means that arrangement of subject matter which makes it most effective in use. Never is method something outside of the material.

Education, Mean, Science

John Dewey (2012). “Democracy and Education”, p.159, Courier Corporation

Since growth is the characteristic of life, education is all one with growing; it has no end beyond itself. The criterion of the value of school education is the extent in which it creates a desire for continuous growth and supplies means for making the desire effective in fact.

Learning, School, Mean

John Dewey (2004). “Democracy and Education”, p.51, Courier Corporation

Schools are, indeed, one important method of the transmission which forms the dispositions of the immature; but it is only one means, and, compared with other agencies, a relatively superficial means. Only as we have grasped the necessity of more fundamental and persistent modes of tuition can we make sure of placing the scholastic methods in their true context.

School, Mean, Agency

John Dewey (2004). “Democracy and Education”, p.4, Courier Corporation

Any experience, however, trivial in its first appearance, is capable of assuming an indefinite richness of significance by extending its range of perceived connections.

Firsts, Connections, Assuming

John Dewey (2015). “Democracy and Education: Top American Authors”, p.164, 谷月社

I believe that the community's duty to education is, therefore, its paramount moral duty. By law and punishment, by social agitation and discussion, society can regulate and form itself in a more or less haphazard and chance way. But through education society can formulate its own purposes, can organize its own means and resources, and thus shape itself with definiteness and economy in the direction in which it wishes to move.

Educational, Believe, Moving

John Dewey (1972). “The Early Works, 1882-1898: 1895-1898. Early essays”, p.94, SIU Press

I believe that in the ideal school we have the reconciliation of the individualistic and the institutional ideals.

Believe, School, Individualistic

John Dewey (1972). “The Early Works, 1882-1898: 1895-1898. Early essays”, p.94, SIU Press

Every one has experienced how learning an appropriate name for what was dim and vague cleared up and crystallized the whole matter. Some meaning seems distinct almost within reach, but is elusive; it refuses to condense into definite form; the attaching of a word somehow (just how, it is almost impossible to say) puts limits around the meaning, draws it out from the void, makes it stand out as an entity on its own account.

Names, Matter, Void

John Dewey (2015). “How We Think: Top American Authors”, p.136, 谷月社

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