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John Dewey Quotes - Page 17

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

Man's home is nature; his purposes and aims are dependent for execution upon natural conditions. Separated from such conditions they become empty dreams and idle indulgences of fancy.

Man's home is nature; his purposes and aims are dependent for execution upon natural conditions. Separated from such conditions they become empty dreams and idle indulgences of fancy.

Dream, Nature, Home

John Dewey, Jo Ann Boydston, Sidney Hook (2008). “The Middle Works of John Dewey, 1899-1924, Volume 9: 1916, Democracy and Education”, p.294, SIU Press

We have lost confidence in reason because we have learned that man is chiefly a creature of habit and emotion.

Men, Emotion, Reason

John Dewey, Jo Ann Boydston, Paul Kurtz (2008). “The Later Works, 1925-1953: 1929-1930”, p.277, SIU Press

It is not truly realistic or scientific to take short views, to sacrifice the future to immediate pressure, to ignore facts and forces that are disagreeable and to magnify the enduring quality of whatever falls in with immediate desire. It is false that the evils of the situation arise from absence of ideals; they spring from wrong ideals.

Spring, Fall, Sacrifice

John Dewey, Jo Ann Boydston, Ralph Ross (2008). “The Middle Works, 1899-1924: 1920”, p.154, SIU Press

Just because life signifies not bare passive existence (supposing there is such a thing), but a way of acting, environment or medium signifies what enters into this activity as a sustaining or frustrating condition.

Acting, Way, Environment

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

Just as the senses require sensible objects to stimulate them, so our powers of observation, recollection, and imagination do not work spontaneously, but are set in motion by the demands set up by current social occupations.

Imagination, Demand, Occupation

John Dewey (2012). “Democracy and Education”, p.22, Courier Corporation

Cooperation called fraternity in the classic French formula is as much a part of the democratic ideal as is personal initiative. That cultural conditions were allowed to develop (markedly so in the economic phase) which subordinated cooperativeness to liberty and equality serves to explain the decline in the two latter.

Democratic Ideals, Two, Liberty

John Dewey, Jo Ann Boydston, Steven M. Cahn (2008). “The Later Works, 1925-1953: 1938-1939”, p.78, SIU Press

There is no common understanding, and no community life. But in a shared activity, each person refers what he is doing to what the other is doing and vice-versa.

Community, Understanding, Vices

John Dewey (2015). “Democracy and Education: Top American Authors”, p.26, 谷月社

To the being of fully alive, the future is not ominous but a promise; it surrounds the present like a halo.

Future, Promise, Halos

John Dewey (2005). “Art as Experience”, p.17, Penguin

With respect to the development of powers devoted to coping with specific scientific and economic problems we may say that the child should be growing in manhood. With respect to sympathetic curiosity, unbiased responsiveness, and openness of mind, we may say that the adult should be growing in childlikeness.

Children, Curiosity, Mind

John Dewey (2015). “Democracy and Education: Top American Authors”, p.41, 谷月社

As we have seen there is some kind of continuity in any case since every experience affects for better or worse the attitudes which help decide the quality of further experiences, by setting up certain preference and aversion, and making it easier or harder to act for this or that end.

Attitude, Quality, Aversion

John Dewey, Jo Ann Boydston, Steven M. Cahn (2008). “The Later Works, 1925-1953: 1938-1939”, p.20, SIU Press

One code prevails in the family; another, on the street; a third, in the workshop or store; a fourth, in the religious association. As a person passes from one of the environments to another, he is subjected to antagonistic pulls, and is in danger of being split into a being having different standards of judgment and emotion for different occasions. This danger imposes upon the school a steadying and integrating office.

Religious, School, Office

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

We are a people of many races, many faiths, creeds, and religions. I do not think that the men who made the Constitution forbade the establishment of a State church because they were opposed to religion. They knew that the introduction of religious differences into American life would undermine the democratic foundations of this country. 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.

Country, Religious, Children

The routine of custom tends to deaden even scientific inquiry; it stands in the way of discovery and of the active scientific worker. For discovery and inquiry are synonymous as an occupation. Science is a pursuit, not a coming into possession of the immutable; new theories as points of view are more prized than discoveries that quantitatively increase the store on hand.

Thinking, Discovery, Views

John Dewey (2012). “Reconstruction in Philosophy”, p.10, Courier Corporation

When the child sees the parent looking for something, it is as natural for it also to look for the object and to give it over when it finds it, as it was, under other circumstances, to receive it. Multiply such an instance by the thousand details of daily intercourse, and one has a picture of the most permanent and enduring method of giving direction to the activities of the young.

Children, Giving, Parent

John Dewey (2015). “Democracy and Education: Top American Authors”, p.24, 谷月社

Forty years spent in wandering in a wilderness like that of the present is not a sad fate - unless one attempts to make himself believe that the wilderness is after all itself the promised land.

Believe, Fate, Years

John Dewey, Larry Hickman, Thomas M. Alexander (1998). “The Essential Dewey: Pragmatism, education, democracy”, p.21, Indiana University Press

While [Plato] affirmed with emphasis that the place of the individual in society should not be determined by birth or wealth or any conventional status, but by his own nature as discovered in the process of education, he had no perception of the uniqueness of individuals. For him they fall by nature into classes, and into a very small number of classes at that.

Plato, Fall, Small Numbers

John Dewey (2015). “Democracy and Education: Top American Authors”, p.68, 谷月社

As believers in democracy we have not only the right but the duty to question existing mechanisms of, say, suffrage and to inquire whether some functional organization would not serve to formulate and manifest public opinion better than the existing methods. It is not irrelevant to the point that a score of passages could be cited in which Jefferson refers to the American Government as an experiment.

Government, Organization, Democracy

John Dewey, Jo Ann Boydston, Steven M. Cahn (2008). “The Later Works, 1925-1953: 1938-1939”, p.175, SIU Press

If all meanings could be adequately expressed by words, the arts of painting and music would not exist.

Art, Painting, Gathering Data

John Dewey, Jo Ann Boydston, Abraham Kaplan (2008). “The Later Works of John Dewey, 1925-1953, Volume 10: 1934, Art as Experience”, p.80, SIU Press

Teachers are the agents through which knowledge and skills are communicated and rules of conduct enforced.

Teacher, Philosophy, Educational

John Dewey, Jo Ann Boydston, Steven M. Cahn (2008). “The Later Works, 1925-1953: 1938-1939”, p.6, SIU Press

No government by experts in which the masses do not have the chance to inform the experts as to their needs can be anything but an oligarchy managed in the interest of the few. And the enlightenment must proceed in ways which force the administrative specialists to take account of the needs. The world has suffered more from leaders and authorities than from the masses. The essential need ... is the improvement of the methods and conditions of debate, discussion and persuasion. That is the problem of the public.

Government, Leader, Enlightenment

John Dewey (2016). “The Public and Its Problems: An Essay in Political Inquiry”, p.161, Ohio University Press

The bare fact that language consists of sounds which are mutually intelligible is enough of itself to show that its meaning depends upon connection with a shared experience.

Sound, Connections, Facts

John Dewey (2015). “Democracy and Education: Top American Authors”, p.14, 谷月社

But the individual butterfly or earthquake remains just the unique existence which it is. We forget in explaining its occurrence that it is only the occurrence that is explained, not the thing itself.

Butterfly, Unique, Earthquakes

John Dewey, Jo Ann Boydston, R. W. Sleeper (2008). “The Later Works, 1925-1953: 1939-1941”, p.112, SIU Press

Even in a savage tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases.

Civilization, Achievement, Growth

John Dewey, (2013). “Democracy and Education - An Introduction to the Philosophy of Education”, p.12, Read Books Ltd

The young of human beings compare so poorly in original efficiency with the young of many of the lower animals, that even the powers needed for physical sustentation have to be acquired under tuition. How much more, then, is this the case with respect to all the technological, artistic, scientific, and moral achievements of humanity!

Animal, Achievement, Humanity

John Dewey, (2013). “Democracy and Education - An Introduction to the Philosophy of Education”, p.13, Read Books Ltd

The mere absorption of facts and truths is so exclusively an individual affair that it tends very naturally to pass into selfishness. There is no obvious social motive for the acquirement of mere learning, there is no clear social gain in success thereat.

Selfishness, Gains, Facts

John Dewey (2008). “The School and Society”, p.29, Cosimo, Inc.

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