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John Dewey Quotes - Page 16

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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.

Intellectually religious emotions are not creative but conservative. They attach themselves readily to the current view of the world and consecrate it.

Religious, Creativity, Emotional

William James, John Dewey, John M. Capps, Donald Capps (2005). “James and Dewey on Belief and Experience”, p.180, University of Illinois Press

If the members who compose a society lived on continuously, they might educate the new-born members, but it would be a task directed by personal interest rather than social need. Now it is a work of necessity.

Tasks, Would Be, Needs

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

An education could be given which would sift individuals, discovering what they were good for, and supplying a method of assigning each to the work in life for which his nature fits him.

Fit, Individual, Given

John Dewey (2015). “Democracy and Education”, p.93, Sheba Blake Publishing

Democracy is a way of life controlled by a working faith in the possibilities of human nature. . . . This faith may be enacted in statutes, but it is only on paper unless it is put in force in the attitudes which human beings display to one another in all the incidents and relations of daily life.

Attitude, Democracy, Paper

John Dewey, Jo Ann Boydston (1988). “The Later Works, 1925-1953”, p.226, SIU Press

What, after all, is the public under present conditions? What are the reasons for its eclipse? What hinders it from finding and identifying itself? By what means shall its inchoate and amorphous estate be organized into effective political action relevant to present social needs and opportunities? What has happened to the public in the century and a half since the theory of political democracy was urged with such assurance and hope?

Mean, Opportunity, Political

It may be seriously questioned whether the philosophies... which isolate mind and set it over against the world did not have their origin in the fact that the reflective or theoretical class of men elaborated a large stock of ideas which social conditions did not allow them to act upon and test. Consequently men were thrown back into their own thoughts as ends in themselves.

Philosophy, Men, Class

John Dewey (2015). “Democracy and Education: Top American Authors”, p.121, 谷月社

I do not think that any thorough-going modification of college curriculum would be possible without a modification of the methods of instruction.

Teaching, Thinking, College

Every society gets encumbered with what is trivial, with dead wood from the past, and with what is positively perverse.

Past, Woods, Positively

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

The breakdown of Plato's philosophy is made apparent in the fact that he could not trust to gradual improvements in education to bring about a better society which should then improve education, and so on indefinitely. Correct education could not come into existence until an ideal state existed, and after that education would be devoted simply to its conservation. For the existence of this state he was obliged to trust to some happy accident by which philosophic wisdom should happen to coincide with possession of ruling power in the state.

Plato, Philosophy, Would Be

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

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.

Running, Art, Communication

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

Giving and taking of orders modifies actions and results, but does not of itself effect a sharing of purposes, a communication of interests.

Communication, Order, Giving

John Dewey (2015). “Democracy and Education: Top American Authors”, p.6, 谷月社

In general it may be said that the things which we take for granted without inquiry or reflection are just the things which determine our conscious thinking and decide our conclusions. And these habitudes which lie below the level of reflection are just those which have been formed in the constant give and take of relationship with others.

Lying, Reflection, Thinking

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

No system has ever as yet existed which did not in some form involve the exploitation of some human beings for the advantage of others.

Nihilism, Advantage, Form

John Dewey (2015). “Human Nature and Conduct: Human Understanding”, p.58, 谷月社

I know that there are many persons to whom it seems derogatory to link a body of philosophic ideas to the social life and cultureof their epoch. They seem to accept a dogma of immaculate conception of philosophical systems.

Philosophical, Ideas, Links

John Dewey, Larry Hickman, Thomas M. Alexander (1998). “The Essential Dewey: Pragmatism, education, democracy”, p.214, Indiana University Press

What accumulated knowledge exists in low grade societies is at least put into practice; it is transmuted into character; it exists with the depth of meaning that attaches to its coming within urgent daily interests.

Character, Practice, Depth

John Dewey (2012). “Democracy and Education”, p.13, Courier Corporation

Any education given by a group tends to socialize its members, but the quality and the value of the socialization depends upon the habits and aims of the group. Hence, once more, the need of a measure for the worth of any given mode of social life.

Quality, Groups, Needs

John Dewey (2015). “Democracy and Education: Top American Authors”, p.64, 谷月社

Mere physical growing up, mere mastery of the bare necessities of subsistence will not suffice to reproduce the life of the group. Deliberate effort and the taking of thoughtful pains are required.

Growing Up, Pain, Thoughtful

John Dewey (2004). “Democracy and Education”, p.3, Courier Corporation

Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. Education, and education alone, spans the gap.

Groups, Gaps, Habit

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

As a matter of fact, a modern society is many societies more or less loosely connected. Each household with its immediate extension of friends makes a society; the village or street group of playmates is a community; each business group, each club, is another.

Community, Groups, Village

John Dewey (0101). “Democracy and Education: An Introduction to the Philosophy of Education”, p.20, Prabhat Prakashan

The path of least resistance and least trouble is a mental rut already made. It requires troublesome work to undertake the alternation of old beliefs. Self-conceit often regards it as a sign of weakness to admit that a belief to which we have once committed ourselves is wrong. We get so identified with an idea that it is literally a pet notion and we rise to its defense and stop our eyes and ears to anything different.

Inspirational, Eye, Ideas

John Dewey (1986). “The Later Works, 1925-1953: 1933”, p.136, SIU Press

Even when a person is frightened by threats into doing something, the threats work only because the person has an instinct of fear. If he has not, or if, though having it, it is under his own control, the threat has no more influence upon him than light has in causing a person to see who has no eyes.

Eye, Light, Influence

John Dewey (0101). “Democracy and Education: An Introduction to the Philosophy of Education”, p.25, Prabhat Prakashan

Social engaged intellectuals must accept reality as they found it and shape it toward positive social goals, not stand aside in self-righteous isolation.

Reality, Self, Goal

Of these three words, direction, control, and guidance, the last best conveys the idea of assisting through cooperation the natural capacities of the individuals guided; control conveys rather the notion of an energy brought to bear from without and meeting some resistance from the one controlled; direction is a more neutral term and suggests the fact that the active tendencies of those directed are led in a certain continuous course, instead of dispersing aimlessly.

Ideas, Three, Lasts

We have already noticed the difference in the attitude of a spectator and of an agent or participant. The former is indifferent to what is going on; one result is just as good as another, since each is just something to look at. The latter is bound up with what is going on; its outcome makes a difference to him.

Attitude, Differences, Making A Difference

John Dewey (2015). “Democracy and Education”, p.128, Sheba Blake Publishing

A being whose activities are associated with others has a social environment. What he does and what he can do depend upon the expectations, demands, approvals, and condemnations of others.

Expectations, Doe, Demand

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

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