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John Dewey Quotes - Page 9

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

Knowledge is no longer an immobile solid; it has been liquefied. it is actively moving in all the currents of society itself

Knowledge is no longer an immobile solid; it has been liquefied. it is actively moving in all the currents of society itself

Moving, Currents, Moving In

John Dewey (2008). “The School and Society”, p.40, Cosimo, Inc.

Failure is instructive. The person who really thinks learns quite as much from his failures as from his successes. Genuine ignorance is profitable because it is likely to be accompanied by humility, curiosity, and open-mindedness; whereas ability to repeat catch-phrases, can't terms, familiar propositions, gives the conceit of learning and coats the mind with varnish waterproof to new ideas.

Success, Perseverance, Humility

The ultimate aim of production is not production of goods but the production of free human beings associated with one another on terms of equality.

Equality, Economy, Term

The central problem of an education based upon experience is to select the kind of present experience that live fruitfully and creatively in subsequent experiences.

Educational, Kind, Problem

John Dewey (1997). “Experience and Education: The 60th Anniversary Edition”, p.23, Kappa Delta Pi

The struggle for democracy has to be maintained on as many fronts as culture has aspects: political, economic, international, educational, scientific and artistic, religious.

Religious, Educational, Struggle

John Dewey, Jo Ann Boydston, Steven M. Cahn (2008). “The Later Works, 1925-1953: 1938-1939”, p.186, SIU Press

By various agencies, unintentional and designed, a society transforms uninitiated and seemingly alien beings into robust trustees of its own resources and ideals. Education is thus a fostering, a nurturing, a cultivating, process.

Agency, Aliens, Robust

John Dewey, (2013). “Democracy and Education - An Introduction to the Philosophy of Education”, p.19, Read Books Ltd

A being connected with other beings cannot perform his own activities without taking the activities of others into account. For they are the indispensable conditions of the realization of his tendencies. When he moves he stirs them and reciprocally.

Moving, Realization, Tendencies

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

Mankind likes to think in terms of extreme opposites. It is given to formulating its beliefs in terms of Either/Ors, between which it recognizes no intermediate possibilities.

Education, Truth, Thinking

John Dewey (1998). “Experience and Education, 60th Anniversary Edition”, p.1, Kappa Delta Pi

There can be no doubt ... of our dependence upon forces beyond our control. Primitive man was so impotent in the face of these forces that g , especially in an unfavorable natural environment, fear became a dominant attitude, and, as the old saying goes, fear created gods.

Attitude, Men, Primitive Man

Legislation is a matter of more or less intelligent improvisation aiming at palliating conditions by means of patchwork policies.

Mean, Intelligent, Matter

John Dewey, Jo Ann Boydston, Steven M. Cahn (2008). “The Later Works, 1925-1953: 1938-1939”, p.109, SIU Press

Our historic imagination is at best slightly developed. We generalise and idealise the past egregiously. We set up little toys to stand as symbols for centuries and the complicated lives of countless individuals.

Past, History, Imagination

John Dewey (1970). “Characters and events: popular essays in social and political philosophy”

To oscillate between drill exercises that strive to attain efficiency in outward doing without the use of intelligence, and an accumulation of knowledge that is supposed to be an ultimate end in itself, means that education accepts the present social conditions as final, and thereby takes upon itself the responsibility for perpetuating them. A reorganization of education so that learning takes place in connection with the intelligent carrying forward of purposeful activities is a slow work. It can be accomplished only piecemeal, a step at a time.

Mean, Responsibility, Exercise

John Dewey (2012). “Democracy and Education”, p.129, Courier Corporation

The educative value of manual activities and of laboratory exercises, as well as of play, depends upon the extent in which they aid in bringing about a sensing of the meaning of what is going on. In effect, if not in name, they are dramatizations.

Exercise, Play, Names

John Dewey (2012). “Democracy and Education”, p.227, Courier Corporation

Where there is giving there must be taking.

Giving

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

There is no discipline in the world so severe as the discipline of experience subjected to the tests of intelligent development and direction.

Intelligent, Discipline, Development

John Dewey (1998). “Experience and Education, 60th Anniversary Edition”, p.114, Kappa Delta Pi

To pull at a rope at which others happen to be pulling is not a shared or conjoint activity, unless the pulling is done with knowledge that others are pulling and for the sake of either helping or hindering what they are doing.

Sake, Rope, Done

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

It is commonplace that a problem stated is well on its way to solution, for statement of the nature of a problem signifies that the underlying quality is being transformed into determinate distinctions of terms and relations or has become an object of articulate thought.

Quality, Way, Problem

John Dewey, Jo Ann Boydston, Paul Kurtz (2008). “The Later Works, 1925-1953: 1929-1930”, p.249, SIU Press

All direction is but re-direction; it shifts the activities already going on into another channel. Unless one is cognizant of the energies which are already in operation, one's attempts at direction will almost surely go amiss.

Energy, Operations, Activity

John Dewey (2012). “Democracy and Education”, p.30, Courier Corporation

Every teacher should realize the dignity of his calling.

Teacher, Learning, Calling

John Dewey, Jo Ann Boydston (2008). “The Early Works, 1882-1898: 1895-1898. Early essays”, p.95, SIU Press

As a society becomes more enlightened, it realizes that it is responsible not to transmit and conserve the whole of its existing achievements, but only such as make for a better future society. The school is its chief agency for the accomplishment of this end.

School, Agency, Accomplishment

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

The premium so often put in schools upon external "discipline," and upon marks and rewards, upon promotion and keeping back, are the obverse of the lack of attention given to life situations in which the meaning of facts, ideas, principles, and problems is vitally brought home.

Home, School, Ideas

John Dewey, Jo Ann Boydston, Sidney Hook (2008). “The Middle Works of John Dewey, 1899-1924, Volume 9: 1916, Democracy and Education”, p.244, SIU Press

When words do not enter as factors into a shared situation, either overtly or imaginatively, they operate as pure physical stimuli, not as having a meaning or intellectual value. They set activity running in a given groove, but there is no accompanying conscious purpose or meaning.

Running, Intellectual, Purpose

John Dewey (2012). “Democracy and Education”, p.21, Courier Corporation

Written symbols are even more artificial or conventional than spoken; they cannot be picked up in accidental intercourse with others. In addition, the written form tends to select and record matters which are comparatively foreign to everyday life.

Everyday, Records, Matter

John Dewey (2012). “Democracy and Education”, p.24, Courier Corporation

[T]he schools, through reliance upon the spur of competition and the bestowing of special honors and prizes, only build up and strengthen the disposition that makes an individual when he leaves school employ his special talents and superior skill to outwit his fellow without respect for the welfare of others

School, Skills, Competition

A possibility of continuing progress is opened up by the fact that in learning one act, methods are developed good for use in other situations. Still more important is the fact that the human being acquires a habit of learning. He learns to learn.

Progress, Important, Use

John Dewey (2015). “Democracy and Education: Top American Authors”, p.37, 谷月社

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