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John Dewey Quotes - Page 13

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

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.

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.

Religious, Loss, Religion

John Dewey, Larry Hickman, Thomas M. Alexander (1998). “The Essential Dewey: Pragmatism, education, democracy”, p.410, Indiana University Press

Every one of the constituent elements of a social group, in a modern city as in a savage tribe, is born immature, helpless, without language, beliefs, ideas, or social standards. Each individual, each unit who is the carrier of the life-experience of his group, in time passes away. Yet the life of the group goes on.

Cities, Ideas, Immature

John Dewey (2012). “Democracy and Education”, p.8, Courier Corporation

Education Proceeds ultimately from the patterns furnished by institutions, customs, and laws- If the patterns of institutions, customs, and laws are broken for this philosophy education should fix itself. There should be several different things taught instead of one "Supreme Factor".

Philosophy, Law, Broken

"Democracy and Education". Book by John Dewey, 1916.

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.

Believe, Humanity, Lessons

John Dewey (2012). “Democracy and Education”, p.12, Courier Corporation

The problem of education in a democratic society is to do away with ... dualism and to construct a course of studies which makes thought a guide of free practice for all and which makes leisure a reward of accepting responsibility for service, rather than a state of exemption from it.

Responsibility, Practice, Rewards

John Dewey (2015). “Democracy and Education”, p.264, Sheba Blake Publishing

A society which makes provision for participation in its good of all its members on equal terms and which secures flexible readjustment of its institutions through interaction of the different forms of associated life is in so far democratic. Such a society must have a type of education which gives individuals a personal interest in social relationships and control, and the habits of mind which secure social changes without introducing disorder.

Giving, Mind, Different

John Dewey (2015). “Democracy and Education”, p.102, Sheba Blake Publishing

The intimation never wholly deserts us that there is, in the unformed activities of childhood and youth, the possibilities of a better life for the community as well as for individuals here and there. This dim sense is the ground of our abiding idealization of childhood.

Children, Childhood, Community

John Dewey, Jo Ann Boydston, Murray G. Murphey (2008). “The Middle Works, 1899-1924: 1922”, p.71, SIU Press

A child might be made to bow every time he met a certain person by pressure on his neck muscles, and bowing would finally become automatic. It would not, however, be an act of recognition or deference on his part, till he did it with a certain end in view - as having a certain meaning.

Children, Views, Might

John Dewey (2012). “Democracy and Education”, p.34, Courier Corporation

All of us have many habits of whose import we are quite unaware, since they were formed without our knowing what we were about. Consequently they possess us, rather than we them. They move us; they control us. Unless we become aware of what they accomplish, and pass judgment upon the worth of the result, we do not control them.

Moving, Knowing, Judgment

John Dewey, (2013). “Democracy and Education - An Introduction to the Philosophy of Education”, p.38, Read Books Ltd

An idea is a method of evading, circumventing or surmounting through reflection, obstacles that otherwise would have to be attacked by brute force.

Reflection, Ideas, Imagination

John Dewey (2015). “How We Think: Top American Authors”, p.87, 谷月社

We have advanced far enough to say that democracy is a way of life. We have yet to realize that it is a way of personal life and one which provides a moral standard for personal conduct.

Democracy, Way, Moral

John Dewey, Debra Morris, Ian Shapiro (1993). “The Political Writings”, p.229, Hackett Publishing

In the olden times, the diversity of groups was largely a geographical matter. There were many societies, but each, within its own territory, was comparatively homogeneous. But with the development of commerce, transportation, intercommunication, and emigration, countries like the United States are composed of a combination of different groups with different traditional customs. It is this situation which has, perhaps more than any other one cause, forced the demand for an educational institution which shall provide something like a homogeneous and balanced environment for the young.

Country, Educational, Diversity

A man really living alone (alone mentally as well as physically) would have little or no occasion to reflect upon his past experience to extract its net meaning.

Past, Men, Littles

John Dewey (2012). “Democracy and Education”, p.11, Courier Corporation

Nature as a whole is a progressive realization of purpose strictly comparable to the realization of purpose in any single plant or animal.

Nature, Animal, Purpose

William James, John Dewey, John M. Capps, Donald Capps (2005). “James and Dewey on Belief and Experience”, p.181, University of Illinois Press

The words "environment," "medium" denote something more than surroundings which encompass an individual. They denote the specific continuity of the surroundings with his own active tendencies.

Environment, Individual, Surroundings

John Dewey (2012). “Democracy and Education”, p.17, Courier Corporation

Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.

Emotional, Intellectual, Attention

John Dewey (2012). “Democracy and Education”, p.12, Courier Corporation

An undesirable society, in other words, is one which internally and externally sets up barriers to free intercourse and communication of experience.

Communication, Barriers, Intercourse

John Dewey (2015). “Democracy and Education”, p.102, Sheba Blake Publishing

To have an idea of a thing is not just to get certain sensations from it. It is to be able to respond to the thing in view of its place in an inclusive scheme of action; it is to foresee the drift and probable consequence of the action of the thing upon us and of our action upon it.

Views, Ideas, Our Actions

John Dewey, Jo Ann Boydston, Sidney Hook (2008). “The Middle Works of John Dewey, 1899-1924, Volume 9: 1916, Democracy and Education”, p.35, SIU Press

I believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends. I believe that education, therefore, is a process of living and not a preparation for future living.

Education, Children, Believe

John Dewey, Francis William Garforth (1966). “Selected educational writings”

Since changes are going on anyway, the great thing is to learn enough about them so that we will be able to lay hold of them and turn them in the direction of our desires. Conditions and events are neither to be fled from nor passively acquiesced in; they are to be utilized and directed.

Change, Education, Memories

John Dewey, Jo Ann Boydston, Ralph Ross (2008). “The Middle Works, 1899-1924: 1920”, p.146, SIU Press

Man is merely a frequent effect, a monstrosity is a rare one, but both are equally natural, equally inevitable, equally part of the universal and general order. And what is strange about that? All creatures are involved in the life of all others, consequently every species... all nature is in a perpetual state of flux. Every animal is more or less a human being, every mineral more or less a plant, every plant more or less an animal... There is nothing clearly defined in nature.

Science, Animal, Men

Society not only continues to exist by transmission, by communication, but it may fairly be said to exist in transmission, in communication.

Communication, May, Said

John Dewey (2012). “Democracy and Education”, p.10, Courier Corporation

Those engaged in directing the actions of others are always in danger of overlooking the importance of the sequential development of those they direct.

Development, Action, Danger

John Dewey, (2013). “Democracy and Education - An Introduction to the Philosophy of Education”, p.35, Read Books Ltd

The first office of the social organ we call the school is to provide a simplified environment. It selects the features which are fairly fundamental and capable of being responded to by the young. Then it establishes a progressive order, using the factors first acquired as means of gaining insight into what is more complicated.

School, Mean, Order

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

The Professor took the old practices and studied them, worked out their mechanical principles and then devised a graded scientific set of tricks, but is based on the elementary laws of mechanics, a study of the equilibrium of the human body, the ways in which it is disturbed, how to recover your own and take advantage of the shifting of the center of gravity of the other person. The first thing that is taught is how to fall down without being hurt, that alone is worth the price of admission and ought to be taught in all our gyms.

Hurt, Fall, Law

John Dewey, Harriet Alice Chipman Dewey (1921). “Letters from China and Japan”

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