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John Dewey Quotes - Page 6

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

Of what use, educationally speaking, is it to be able to see the end in the beginning?

Of what use, educationally speaking, is it to be able to see the end in the beginning?

Use, Able, Ends

John Dewey (1976). “The Middle Works, 1899-1924”, p.279, SIU Press

Every great advance in science has issued from a new audacity of imagination. What are now working conceptions, employed as a matter of course because they have withstood the tests of experiment and have emerged triumphant, were once speculative hypotheses.

Science, Imagination, Audacity

William James, John Dewey, John M. Capps, Donald Capps (2005). “James and Dewey on Belief and Experience”, p.212, University of Illinois Press

Schools should take part in the great work of construction and organization that will have to be done.

Education, School, Organization

John Dewey (1987). “The Later Works, 1925-1953”, p.411, SIU Press

In order to have a large number of values in common, all the members of the group must have an equable opportunity, to receive and to take from others. There must be a large variety of shared undertakings and experiences. Otherwise, the influences which educate some into masters, educates others into slaves.

Opportunity, Order, Numbers

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

A child may have to be snatched with roughness away from a fire so that he shall not be burnt.

Children, Fire, May

John Dewey (2015). “Democracy and Education: Top American Authors”, p.23, 谷月社

It is part of the educator's responsibility to see equally to two things: First, that the problem grows out of the conditions of the experience being had in the present, and that it is within the range of the capacity of students; and, secondly, that it is such that it arouses in the learner an active quest for information and for production of new ideas. The new facts and new ideas thus obtained become the ground for further experiences in which new problems are presented.

Education, Responsibility, Ideas

John Dewey (2007). “Experience And Education”, p.79, Simon and Schuster

Within even the most social group there are many relations that are not as yet social.

Groups, Social, Relation

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

I should venture to assert that the most pervasive fallacy of philosophic thinking goes back to neglect of context.

Thinking, Venture, Neglect

John Dewey, Jo Ann Boydston, Sidney Ratner (2008). “The Later Works of John Dewey, 1925 - 1953: 1931-1932, Essays, Reviews, and Miscellany”, p.5, SIU Press

The acquisition however perfectly of skills is not an end in itself. They are things to be put to use as a contribution to a common and shared life.

Skills, Acquisition, Use

"The Later Works, 1925-1953".

As societies become more complex in structure and resources, the need of formal or intentional teaching and learning increases.

Teaching, Needs, Structure

John Dewey (2012). “Democracy and Education”, p.15, Courier Corporation

Individuals are certainly interested, at times, in having their own way, and their own way may go contrary to the ways of others. But they are also interested, and chiefly interested upon the whole, in entering into the activities of others and taking part in conjoint and cooperative doings. Otherwise, no such thing as a community would be possible.

Community, Entering, May

John Dewey (2012). “Democracy and Education”, p.28, Courier Corporation

A society which is mobile, which is full of channels for the distribution of a change occurring anywhere, must see to it that its members are educated to personal initiative and adaptability.

Initiative, Members, Adaptability

John Dewey (2015). “Democracy and Education”, p.91, Sheba Blake Publishing

Like the soil, mind is fertilized while it lies fallow, until a new burst of bloom ensues.

Lying, Mind, Soil

John Dewey (2005). “Art as Experience”, p.24, Penguin

I believe that the school must represent present life - life as real and vital to the child as that which he carries on in the home, in the neighborhood, or on the play-ground.

Children, Real, Believe

John Dewey, Jo Ann Boydston (2008). “The Early Works, 1882-1898: 1895-1898. Early essays”, p.87, SIU Press

We always live at the time we live and not at some other time, and only by extracting at each present time the full meaning of each present experience are we prepared for doing the same thing in the future.

Prepared, Present Time

John Dewey (1998). “Experience and Education, 60th Anniversary Edition”, p.51, Kappa Delta Pi

Education has no more serious responsibility than the making of adequate provision for enjoyment of recreative leisure not only for the sake of immediate health, but for the sake of its lasting effect upon the habits of the mind.

Responsibility, Mind, Adequate

When men think and believe in one set of symbols and act in ways which are contrary to their professed and conscious ideas, confusion and insincerity are bound to result.

Believe, Men, Thinking

John Dewey, Jo Ann Boydston, David Sidorsky (2008). “The Later Works, 1925-1953: 1927-1928”, p.120, SIU Press

The importance of language in gaining knowledge is doubtless the chief cause of the common notion that knowledge may be passed directly from one to another. It almost seems as if all we have to do to convey an idea into the mind of another is to convey a sound into his ear. Thus imparting knowledge gets assimilated to a purely physical process.

Ideas, Mind, Sound

John Dewey (2012). “Democracy and Education”, p.20, Courier Corporation

The plea for the predominance of learning to read in early school life because of the great importance attaching to literature seems to be a perversion.

School, Literature, Slave

John Dewey (1972). “The Early Works, 1882-1898: 1895-1898. Early essays”, p.264, SIU Press

Collateral learning in the way of formation of enduring attitudes, of likes and dislikes, may be and often is much more important than the spelling lesson or lesson in geography or history that is learned.

Attitude, Often Is, Likes And Dislikes

John Dewey (1998). “Experience and Education, 60th Anniversary Edition”, p.49, Kappa Delta Pi

The outstanding problem of the Public is discovery and identification of itself

Discovery, Problem, Identification

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.351, SIU Press

Democracy is a form of government only because it is a form of moral and spiritual association.

Spiritual, Government, Democracy

John Dewey, Jo Ann Boydston (2008). “The Early Works, 1882-1898: 1882-1888. Early essays and Leibniz's new essays concerning the human understanding”, p.240, SIU Press

Even dogs and horses have their actions modified by association with human beings; they form different habits because human beings are concerned with what they do.

Dog, Horse, Different

John Dewey (2015). “Democracy and Education: Top American Authors”, p.12, 谷月社

Choice is the declaration by self that a certain ideal of self shall be realized.

Self, Choices, Certain

John Dewey (1967). “The early works of John Dewey, 1882-1898: 1887 : Psychology. 2”, p.316, SIU Press

Experiences in order to be educative must lead out into an expanding world of subject matter, a subject matter of facts or information and of ideas. This condition is satisfied only as the educator views teaching and learning as a continuous process of reconstruction of experience.

Education, Teaching, Views

John Dewey (1998). “Experience and Education, 60th Anniversary Edition”, p.111, Kappa Delta Pi

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