John Dewey Quotes About School

Quotes about: School

• Education is not preparation for life; education is life itself.

  John Dewey

  Life, Inspiring, Education

• I believe that the teacher's place and work in the school is to be interpreted from this same basis. The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences.

  John Dewey

  Teacher, Children, Educational

  John Dewey, Larry Hickman, Thomas M. Alexander (1998). “The Essential Dewey: Pragmatism, education, democracy”, p.231, Indiana University Press

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

  John Dewey

  Education, School, Order

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

• 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.

  John Dewey

  School, Opportunity, Office

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

• 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.

  John Dewey

  Learning, School, Mean

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

• 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

  John Dewey

  School, Mean, Race

• 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.

  John Dewey

  School, Literature, Slave

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

  John Dewey

  Running, Learning, School

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

  John Dewey

  School, Community, Lessons

• [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

  John Dewey

  School, Skills, Competition

• 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.

  John Dewey

  Children, School, Thinking

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

  John Dewey

  Education, School, Organization

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

• I believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends. I believe that education, therefore, is a process of living and not a preparation for future living.

  John Dewey

  Education, Children, Believe

  John Dewey, Francis William Garforth (1966). “Selected educational writings”

• 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.

  John Dewey

  Teacher, School, Order

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

• 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.

  John Dewey

  Children, School, Hands

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

• The reactionaries are in possession of force, in not only the army and police, but in the press and the schools

  John Dewey

  School, Army, Media

  John Dewey (1987). “The Later Works, 1925-1953”, p.294, SIU Press

• 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.

  John Dewey

  Country, Religious, Children

• 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.

  John Dewey

  School, Mean, Agency

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

• 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.

  John Dewey

  Children, Real, Believe

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

• 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.

  John Dewey

  Teaching, School, Skills

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

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

  John Dewey

  Believe, School, Individualistic

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

• 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.

  John Dewey

  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.

  John Dewey

  School, Knowledge, Science

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

  John Dewey

  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.

  John Dewey

  School, Agency, Accomplishment

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

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