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John Dewey Quotes about Philosophy

All John Dewey 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 quotes Plato Preparation Progress Purpose Quality Reality Reflection Religion Responsibility Running School Science Spring Struggle Students Study Teaching Today Training Understanding Wisdom

Some experiences are mis-educative. Any experience is mis-educative that has the effect of arresting or distorting the growth of further experience.

Some experiences are mis-educative. Any experience is mis-educative that has the effect of arresting or distorting the growth of further experience.

Philosophy, Educational, Growth

John Dewey (1998). “Experience and Education, 60th Anniversary Edition”, p.13, Kappa Delta Pi

Mankind likes to think in terms of extreme opposites.

Philosophy, Educational, Thinking

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

Modern philosophy certainly exacts a surrender of all supernaturalism and fixed dogma and rigid institutionalism with which Christianity has been historically associated

Philosophy, Dogma, Surrender

Without the English, reason and philosophy would still be in the most despicable infancy in France.

Philosophy, Philosophical, Science

It is difficult to connect general principles with such thoroughly concrete things as children.

Children, Philosophy, Educational

John Dewey (2010). “The Child and the Curriculum: Including the School and Society”, Cosimo, Inc.

There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his [sic] activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in construction of the purposes involved in his studying.

Philosophy, Thinking, Purpose

The moment philosophy supposes it can find a final and comprehensive solution, it ceases to be inquiry and becomes either apologetics or propaganda.

Philosophy, Philosophical, Science

John Dewey, Jo Ann Boydston, Ernest Nagel (2008). “The Later Works, 1925-1953: 1938”, p.42, SIU Press

It is not a nature cure, a system of faith healing, or a physical culture, or a medical treatment, or a semi-occult philosophy. As to what it is, Dewey's brief but striking description appeals most and has the least chance of being proved incorrect: 'It the Alexander Technique bears the same relation to education that education itself bears to all other human activities.'

Philosophy, Healing, Technique

Philosophy recovers itself when it ceases to be a device for dealing with the problems of philosophers and becomes a method, cultivated by philosophers, for dealing with the problems of men.

Philosophy, Men, Philosopher

John Dewey, Jo Ann Boydston, Lewis E. Hahn (2008). “The Middle Works, 1899-1924: 1916-1917”, p.46, SIU Press

The very problem of mind and body suggests division; I do not know of anything so disastrously affected by the habit of division as this particular theme. In its discussion are reflected the splitting off from each other of religion, morals and science; the divorce of philosophy from science and of both from the arts of conduct. The evils which we suffer in education, in religion, in the materialism of business and the aloofness of "intellectuals" from life, in the whole separation of knowledge and practice -- all testify to the necessity of seeing mind-body as an integral whole.

Art, Philosophy, Divorce

Education Proceeds ultimately from the patterns furnished by institutions, customs, and laws- If the patterns of institutions, customs, and laws are broken for this philosophy education should fix itself. There should be several different things taught instead of one "Supreme Factor".

Philosophy, Law, Broken

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

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

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

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.

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

An empirical philosophy is in any case a kind of intellectual disrobing. We cannot permanently divest ourselves of the intellectual habits we take on and wear when we assimilate the culture of our own time and place. But intelligent furthering of culture demands that we take some of them off, that we inspect them critically to see what they are made of and what wearing them does to us. We cannot achieve recovery of primitive naïveté. But there is attainable a cultivated naïveté of eye, ear and thought.

Philosophy, Recovery, Eye

Jo Ann Boydston, John Dewey, Sidney Hook (2008). “The Later Works of John Dewey, Volume 1: 1925, Experience and Nature”, p.40, SIU Press

Men have gone on to build up vast intellectual schemes, philosophies, and theologies, to prove that ideals are not real as ideals but as antecedently existing actualities. They have failed to see that in converting moral realities into matters of intellectual assent they have evinced lack of moral faith.

Philosophy, Real, Men

William James, John Dewey, John M. Capps, Donald Capps (2005). “James and Dewey on Belief and Experience”, p.236, University of Illinois Press

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