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John Dewey Quotes about School

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The school must be a genuine form of active community life, instead of a place set apart in which to learn lessons.

The school must be "a genuine form of active community life, instead of a place set apart in which to learn lessons".

School, Community, Lessons

Schools should take an active part in directing social change, and share in the construction of a new social order

Education, School, Order

John Dewey (1987). “The Later Works, 1925-1953”, p.408, SIU Press

In a world that has so largely engaged in a mad and often brutally harsh race for material gain by means of ruthless competition, it behooves the school to make ceaseless and intelligently organized effort to develop above all else the will for co-operation and the spirit which sees in every other individual one who has an equal right to share in the cultural and material fruits of collective human invention, industry, skill and knowledge

School, Mean, Race

It is the office of the school environment to balance the various elements in the social environment, and to see to it that each individual gets an opportunity to escape from the limitations of the social group in which he was born, and to come into living contact with a broader environment.

School, Opportunity, Office

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

Schools have ignored the value of experience and chosen to teach by pouring in.

School, Pouring, Ignored

Every teacher should realize he is a social servant set apart for the maintenance of the proper social order and the securing of the right social growth. In this way, the teacher always is the prophet of the true God and the usherer-in of the true Kingdom of God.

Teacher, School, Order

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

Since there is no single set of abilities running throughout human nature, there is no single curriculum which all should undergo. Rather, the schools should teach everything that anyone is interested in learning.

Running, Learning, School

From the standpoint of the child, the great waste in the school comes from his inability to utilize the experiences he gets outside the school in any complete and free way within the school itself; while, on the other hand, he is unable to apply in daily life what he is learning at school. That is the isolation of the school — its isolation from life.

Children, School, Hands

"The Child and the Curriculum: Including the School and Society".

The conduct of schools, based upon a new order of conception, is so much more difficult than is the management of schools which walk the beaten path.

School, Order, Path

When a school introduces and trains each child of society into membership within such a little community, saturating him with the spirit of service, and providing him with the instruments of effective self-direction, we shall have the deepest and best guaranty of a larger society which is worthy, lovely, and harmonious

Children, School, Self

John Dewey (2013). “The School and Society and The Child and the Curriculum”, p.29, University of Chicago 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

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

That which distinguishes the Soviet system both from other national systems and from the progressive schools of other countries is the conscious control of every educational procedure by reference to a single and comprehensive social purpose.

Country, Educational, School

John Dewey (1984). “The Later Works of John Dewey 1927-1928: Essays, Reviews, Miscellany, and "Impressions of Soviet Russia"”, p.230, 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

[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

Since growth is the characteristic of life, education is all one with growing; it has no end beyond itself. The criterion of the value of school education is the extent in which it creates a desire for continuous growth and supplies means for making the desire effective in fact.

Learning, School, Mean

John Dewey (2004). “Democracy and Education”, p.51, Courier Corporation

Schools are, indeed, one important method of the transmission which forms the dispositions of the immature; but it is only one means, and, compared with other agencies, a relatively superficial means. Only as we have grasped the necessity of more fundamental and persistent modes of tuition can we make sure of placing the scholastic methods in their true context.

School, Mean, Agency

John Dewey (2004). “Democracy and Education”, p.4, Courier Corporation

I believe that in the ideal school we have the reconciliation of the individualistic and the institutional ideals.

Believe, School, Individualistic

John Dewey (1972). “The Early Works, 1882-1898: 1895-1898. Early essays”, p.94, SIU Press

It is obvious to any observer that in every western country the increase of importance of public schools has been at least coincident with the relaxation of older family ties.

Country, School, Ties

John Dewey, Jo Ann Boydston, David Sidorsky (2008). “The Later Works, 1925-1953: 1927-1928”, p.230, SIU Press

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.

Children, School, Thinking

As formal teaching and training grow in extent, there is the danger of creating an undesirable split between the experience gained in more direct associations and what is acquired in school. This danger was never greater than at the present time, on account of the rapid growth in the last few centuries of knowledge and technical modes of skill.

Teaching, School, Skills

John Dewey, (2013). “Democracy and Education - An Introduction to the Philosophy of Education”, p.18, Read Books Ltd

The first office of the social organ we call the school is to provide a simplified environment. It selects the features which are fairly fundamental and capable of being responded to by the young. Then it establishes a progressive order, using the factors first acquired as means of gaining insight into what is more complicated.

School, Mean, Order

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

That the great majority of those who leave school should have some idea of the kind of evidence required to substantiate given types of belief does not seem unreasonable. Nor is it absurd to expect that they should go forth with a lively interest in the ways in which knowledge is improved and a marked distaste for all conclusions reached in disharmony with the methods of scientific inquiry.

School, Knowledge, Science

John Dewey, Jo Ann Boydston, H. S. Thayer (2008). “The Middle Works, 1899-1924: 1910-1911”, p.77, SIU Press

The school has the function of coordinating within the disposition of each individual the diverse influences of the various social environments into which he enters.

School, Environment, Influence

John Dewey (1997). “Democracy And Education”, p.22, Simon and Schuster

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