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John Dewey Quotes - Page 15

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 demand for liberty is a demand for power, either for possession of powers of action not already possessed or for retention and expansion of powers already possessed.

The demand for liberty is a demand for power, either for possession of powers of action not already possessed or for retention and expansion of powers already possessed.

Wisdom, Liberty, Expansion

John Dewey (1987). “The Later Works, 1925-1953”, p.360, SIU Press

Vocational training is the training of animals or slaves. It fits them to become cogs in the industrial machine. Free men need liberal education to prepare them to make a good use of their freedom.

Animal, Men, Training

Intelligence is in constant process of forming, and its retention requires constant alertness in observing consequences, an open-minded will to learn, and courage in readjustment.

Alertness, Open Minded, Process

John Dewey, Jo Ann Boydston, Ralph Ross (2008). “The Middle Works, 1899-1924: 1920”, p.135, SIU Press

For one man who thanks God that he is not as other men there are a thousand to offer thanks that they are as other men, sufficiently as others are to escape attention.

Men, Religion, Thank God

John Dewey (2015). “Human Nature and Conduct: Human Understanding”, p.2, 谷月社

When physics, chemistry, biology, medicine, contribute to the detection of concrete human woes and to the development of plans for remedying them and relieving the human estate, they become moral; they become part of the apparatus of moral inquiry or science? When the consciousness of science is fully impregnated with the consciousness of human value, the greatest dualism which now weighs humanity down, the split between the material, the mechanical and the scientific and the moral and ideal will be destroyed.

Medicine, Humanity, Inquiry

1920 Reconstruction in Philosophy.

To feel the meaning of what one is doing, and to rejoice in that meaning; to unite in one concurrent fact the unfolding of the inner life and the ordered development of material conditions--that is art.

Art, Development, Facts

John Dewey (1977). “The Middle Works, 1899-1924”, p.292, SIU Press

Traveling is a constant arriving, while arrival that precludes further traveling is most easily attained by going to sleep or dying.

Sleep, Dying, Arriving

John Dewey (2015). “Human Nature and Conduct: Human Understanding”, p.143, 谷月社

A narrow and moralistic view of morals is responsible for the failure to recognize that all the aims and values which are desirable in education are themselves moral. Discipline, natural development, culture, social efficiency, are moral traits - marks of a person who is a worthy member of that society which it is the business of education to further.

Views, Discipline, Development

John Dewey (2012). “Democracy and Education”, p.344, Courier Corporation

A moral principle is not a command to act or to forbear acting in a given way: it is a tool for analyzing a special situation, the right or wrong being determined by the situation in its entirety, not by the rule as such.

Special, Acting, Principles

John Dewey (2015). “Ethics: Top American Authors”, p.237, 谷月社

The problem of restoring integration and co-operation between man's beliefs about the world in which he lives and his beliefs about values and purposes that should direct his conduct is the deepest problem modern life. It is the problem of any philosophy that is not isolated from life.

Wisdom, Philosophy, Men

John Dewey, Jo Ann Boydston, Stephen Toulmin (2008). “The Later Works, 1925-1953: 1929”, p.204, SIU Press

You can teach students to develop the ability to think reflectively, and you can help them understand what this means, but if they are not inclined to do so they never will.

Mean, Thinking, Helping

Resort to military force is a first sure sign that we are giving up the struggle for the democratic way of life, and that the Old World has conquered morally as well as geographically succeeding in imposing upon us its ideals and methods.

Giving Up, Military, Struggle

John Dewey, Larry Hickman, Thomas M. Alexander (1998). “The Essential Dewey: Ethics, logic, psychology”, p.365, Indiana University Press

Since education is not a means to living, but is identical with the operation of living a life which is fruitful and inherently significant, the only ultimate value which can be set up is just the process of living itself. And this is not an end to which studies and activities are subordinate means; it is the whole of which they are ingredients.

Mean, Ingredients, Study

John Dewey (2015). “Democracy and Education: Top American Authors”, p.181, 谷月社

The method of democracy is to bring conflicts out into the open where their special claims can be seen and appraised, where they can be discussed and judged.

Democracy, Special, Conflict

John Dewey, Debra Morris, Ian Shapiro (1993). “The Political Writings”, p.148, Hackett Publishing

The scientific-religious conflict ultimately is a conflict between allegiance to this method and allegiance to even an irreducible minimum of belief so fixed in advance that it can never be modified.

Religious, Atheism, Belief

William James, John Dewey, John M. Capps, Donald Capps (2005). “James and Dewey on Belief and Experience”, p.241, University of Illinois Press

Religions have been universal in the sense that all the people we know anything about have had a religion. But the differences among them are so great and so shocking that any common element that can be extracted is meaningless.... The older apologists for Christianity seem to have been better advised than some modern ones in condemning every religion but one as an impostor, as at bottom some kind of demon worship or at any rate a superstitious figment.

Differences, People, Atheism

John Dewey, Larry Hickman, Thomas M. Alexander (1998). “The Essential Dewey: Pragmatism, education, democracy”, p.403, Indiana University Press

Unless our laboratory results are to give us artificialities, mere scientific curiosities, they must be subjected to interpretation by gradual re-approximation to conditions of life.

Science, Giving, Curiosity

John Dewey, Jo Ann Boydston, Joe R. Burnett (2008). “The Middle Works, 1899-1924: 1899-1901”, p.145, SIU Press

Change as change is mere flux and lapse; it insults intelligence. Genuinely to know is to grasp a permanent end that realizes itself through changes.

Progress, Lapses, Insult

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

The relationships of our present social life are so numerous and so interwoven that a child placed in the most favorable position could not readily share in many of the most important of them. Not sharing in them, their meaning would not be communicated to him, would not become a part of his own mental disposition. There would be no seeing the trees because of the forest. Business, politics, art, science, religion, would make all at once a clamor for attention; confusion would be the outcome.

Art, Children, Confusion

John Dewey, (2013). “Democracy and Education - An Introduction to the Philosophy of Education”, p.28, Read Books Ltd

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.

Doe, Add, Inquiry

William James, John Dewey, John M. Capps, Donald Capps (2005). “James and Dewey on Belief and Experience”, p.238, University of Illinois Press

An inanimate being is, of course, continuous with its surroundings; but the environing circumstances do not, save metaphorically, constitute an environment. For the inorganic being is not concerned in the influences which affect it.

Influence, Environment, Surroundings

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

Despite the never ending play of conscious correction and instruction, the surrounding atmosphere and spirit is in the end the chief agent in forming manners.

Play, Atmosphere, Agents

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

Plato defined a slave as one who accepts from another the purposes which control his conduct. This condition obtains even where there is no slavery in the legal sense. It is found wherever men are engaged in activity which is socially serviceable, but whose service they do not understand and have no personal interest in.

Plato, Men, Slavery

John Dewey (2015). “Democracy and Education”, p.88, Sheba Blake Publishing

We rarely recognize the extent in which our conscious estimates of what is worth while and what is not, are due to standards of which we are not conscious at all.

Conscious, Standards, Dues

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

Even the alleged benefits of war, so far as more than alleged, spring from the fact that conflict of peoples at least enforces intercourse between them and thus accidentally enables them to learn from one another, and thereby to expand their horizons. Travel, economic and commercial tendencies, have at present gone far to break down external barriers; to bring peoples and classes into closer and more perceptible connection with one another.

Spring, War, Class

John Dewey (2012). “Democracy and Education”, p.82, Courier Corporation

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