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John Dewey Quotes - Page 12

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

Mind is a verb not a noun.

Mind is a verb not a noun.

Mind, Verbs, Nouns

It is a familiar and significant saying that a problem well put is half-solved.

Half, Problem, Significant

John Dewey, Jo Ann Boydston, Ernest Nagel (2008). “The Later Works, 1925-1953: 1938”, p.112, SIU Press

Imposing an alleged uniform general method upon everybody breeds mediocrity in all but the very exceptional. And measuring originality by deviation from the mass breeds eccentricity in them.

Mediocrity, Uniforms, Originality

John Dewey (2015). “Democracy and Education”, p.176, Sheba Blake Publishing

Not only is social life identical with communication, but all communication (and hence all genuine social life) is educative.

Communication, Life Is, Social

John Dewey (2012). “Democracy and Education”, p.5, Courier Corporation

Philosophy recovers itself when it ceases to be a device for dealing with the problems of philosophers and becomes a method, cultivated by philosophers, for dealing with the problems of men.

Philosophy, Men, Philosopher

John Dewey, Jo Ann Boydston, Lewis E. Hahn (2008). “The Middle Works, 1899-1924: 1916-1917”, p.46, SIU Press

There is more than a verbal tie between the words common, community, and communication.

Communication, Ties, Community

John Dewey (2015). “Democracy and Education”, p.6, Sheba Blake Publishing

To be a recipient of a communication is to have an enlarged and changed experience.

Communication, Changed

John Dewey (2012). “Democracy and Education”, p.5, Courier Corporation

If there is one conclusion to which human experience unmistakably points it is that democratic ends demand democratic methods for their realization.

Realization, Demand, Ends

John Dewey, Jo Ann Boydston (1988). “The Later Works, 1925-1953”, p.367, SIU Press

Poetry has historically been allied with religion and morals; it has served the purpose of penetrating the mysterious depths of things.

Depth, Purpose, Moral

John Dewey (2012). “Democracy and Education”, p.231, Courier Corporation

One might as well say he has sold when no one has bought as to say he has taught when no one has learned.

Teacher, Might, Taught

John Dewey, Jo Ann Boydston, H. S. Thayer (2008). “The Middle Works, 1899-1924: 1910-1911”, p.204, SIU Press

The difference between play and what is regarded as serious employment should be not a difference between the presence and absence of imagination, but a difference in the materials with which imagination is occupied.

Play, Differences, Imagination

John Dewey (2015). “Democracy and Education”, p.240, Sheba Blake Publishing

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.

Mean, Independent, Mind

John Dewey (1977). “The Middle Works, 1899-1924”, p.229, SIU Press

We talk much more about individualism and liberty than our ancestors. But as so often happens, when anything becomes conscious, the consciousness is compensatory for absence in practice.

Practice, Liberty, Consciousness

John Dewey, Jo Ann Boydston, James Gouinlock (2008). “John Dewey The Later Works, 1925-1953: 1925-1927: Essays, Reviews, Miscellany, and the Public and Its Problems”, p.160, SIU Press

Every subject at some phase of its development should possess, what is for the individual concerned with it, an aesthetic quality.

Quality, Development, Phases

John Dewey (2015). “Democracy and Education: Top American Authors”, p.188, 谷月社

The function of criticism is the reeducation of perception of works of art? The conception that its business is to appraise, to judge in the legal and moral sense, arrests the perception of those who are influenced by the criticism that assumes this task.

Art, Judging, Perception

1934 Art as Experience.

The very problem of mind and body suggests division; I do not know of anything so disastrously affected by the habit of division as this particular theme. In its discussion are reflected the splitting off from each other of religion, morals and science; the divorce of philosophy from science and of both from the arts of conduct. The evils which we suffer in education, in religion, in the materialism of business and the aloofness of "intellectuals" from life, in the whole separation of knowledge and practice -- all testify to the necessity of seeing mind-body as an integral whole.

Art, Philosophy, Divorce

Of all affairs, communication is the most wonderful.

Communication, Wonderful, Affair

Jo Ann Boydston, John Dewey, Sidney Hook (2008). “The Later Works of John Dewey, Volume 1: 1925, Experience and Nature”, p.132, SIU Press

A person who is trained to consider his actions, to undertake them deliberately, is in so far forth disciplined. Add to this ability a power to endure in an intelligently chosen course in the face of distraction, confusion, and difficulty, and you have the essence of discipline.

Essence, Discipline, Confusion

John Dewey (2015). “Democracy and Education: Top American Authors”, p.98, 谷月社

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.

Pain, Animal, Immature

John Dewey, Jo Ann Boydston, Sidney Hook (2008). “The Middle Works of John Dewey, 1899-1924, Volume 9: 1916, Democracy and Education”, p.17, SIU Press

In fact, the human young are so immature that if they were left to themselves without the guidance and succor of others, they could not acquire the rudimentary abilities necessary for physical existence.

Immature, Facts, Guidance

John Dewey (2012). “Democracy and Education”, p.9, Courier Corporation

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.

Children, School, Thinking

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.

Encouragement, Attitude, Facts

John Dewey (2012). “Democracy and Education”, p.32, Courier Corporation

It may be said that an education which does not succeed in making poetry a resource in the business of life as well as in its leisure, has something the matter with it.

Doe, May, Matter

John Dewey (2015). “Democracy and Education”, p.244, Sheba Blake Publishing

By object is meant some element in the complex whole that is defined in abstraction from the whole of which it is a distinction.

Elements, Distinction, Complexes

John Dewey, Jo Ann Boydston, Paul Kurtz (2008). “The Later Works, 1925-1953: 1929-1930”, p.246, SIU Press

As formal teaching and training grow in extent, there is the danger of creating an undesirable split between the experience gained in more direct associations and what is acquired in school. This danger was never greater than at the present time, on account of the rapid growth in the last few centuries of knowledge and technical modes of skill.

Teaching, School, Skills

John Dewey, (2013). “Democracy and Education - An Introduction to the Philosophy of Education”, p.18, Read Books Ltd

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