John Dewey Quotes - Page 13

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• The activity of the immature human being is simply played upon to secure habits which are useful. He is trained like an animal rather than educated like a human being. His instincts remain attached to their original objects of pain or pleasure. But to get happiness or to avoid the pain of failure he has to act in a way agreeable to others.

  John Dewey

  Pain, Animal, Immature

  John Dewey, Jo Ann Boydston, Sidney Hook (2008). “The Middle Works of John Dewey, 1899-1924, Volume 9: 1916, Democracy and Education”, p.17, SIU Press

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• A person who is trained to consider his actions, to undertake them deliberately, is in so far forth disciplined. Add to this ability a power to endure in an intelligently chosen course in the face of distraction, confusion, and difficulty, and you have the essence of discipline.

  John Dewey

  Essence, Discipline, Confusion

  John Dewey (2015). “Democracy and Education: Top American Authors”, p.98, 谷月社

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• Modern life means democracy, democracy means freeing intelligence for independent effectivenessthe emancipation of mind as an individual organ to do its own work. We naturally associate democracy, to be sure, with freedom of action, but freedom of action without freed capacity of thought behind it is only chaos.

  John Dewey

  Mean, Independent, Mind

  John Dewey (1977). “The Middle Works, 1899-1924”, p.229, SIU Press

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• One might as well say he has sold when no one has bought as to say he has taught when no one has learned.

  John Dewey

  Teacher, Might, Taught

  John Dewey, Jo Ann Boydston, H. S. Thayer (2008). “The Middle Works, 1899-1924: 1910-1911”, p.204, SIU Press

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• To be a recipient of a communication is to have an enlarged and changed experience.

  John Dewey

  Communication, Changed

  John Dewey (2012). “Democracy and Education”, p.5, Courier Corporation

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• Of all affairs, communication is the most wonderful.

  John Dewey

  Communication, Wonderful, Affair

  Jo Ann Boydston, John Dewey, Sidney Hook (2008). “The Later Works of John Dewey, Volume 1: 1925, Experience and Nature”, p.132, SIU Press

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• If there is one conclusion to which human experience unmistakably points it is that democratic ends demand democratic methods for their realization.

  John Dewey

  Realization, Demand, Ends

  John Dewey, Jo Ann Boydston (1988). “The Later Works, 1925-1953”, p.367, SIU Press

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• 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.

  John Dewey

  Art, Philosophy, Divorce

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• Not only is social life identical with communication, but all communication (and hence all genuine social life) is educative.

  John Dewey

  Communication, Life Is, Social

  John Dewey (2012). “Democracy and Education”, p.5, Courier Corporation

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• The difference between play and what is regarded as serious employment should be not a difference between the presence and absence of imagination, but a difference in the materials with which imagination is occupied.

  John Dewey

  Play, Differences, Imagination

  John Dewey (2015). “Democracy and Education”, p.240, Sheba Blake Publishing

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• 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

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• By object is meant some element in the complex whole that is defined in abstraction from the whole of which it is a distinction.

  John Dewey

  Elements, Distinction, Complexes

  John Dewey, Jo Ann Boydston, Paul Kurtz (2008). “The Later Works, 1925-1953: 1929-1930”, p.246, SIU Press

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• There is not, in fact, any such thing as the direct influence of one human being on another apart from use of the physical environment as an intermediary. A smile, a frown, a rebuke, a word of warning or encouragement, all involve some physical change. Otherwise, the attitude of one would not get over to alter the attitude of another.

  John Dewey

  Encouragement, Attitude, Facts

  John Dewey (2012). “Democracy and Education”, p.32, Courier Corporation

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• It may be said that an education which does not succeed in making poetry a resource in the business of life as well as in its leisure, has something the matter with it.

  John Dewey

  Doe, May, Matter

  John Dewey (2015). “Democracy and Education”, p.244, Sheba Blake Publishing

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• In fact, the human young are so immature that if they were left to themselves without the guidance and succor of others, they could not acquire the rudimentary abilities necessary for physical existence.

  John Dewey

  Immature, Facts, Guidance

  John Dewey (2012). “Democracy and Education”, p.9, Courier Corporation

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• 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

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• If all meanings could be adequately expressed by words, the arts of painting and music would not exist.

  John Dewey

  Art, Painting, Gathering Data

  John Dewey, Jo Ann Boydston, Abraham Kaplan (2008). “The Later Works of John Dewey, 1925-1953, Volume 10: 1934, Art as Experience”, p.80, SIU Press

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• The religious is any activity pursued in behalf of an ideal end against obstacles and in spite of threats of personal loss because of its general and enduring value.

  John Dewey

  Religious, Loss, Religion

  John Dewey, Larry Hickman, Thomas M. Alexander (1998). “The Essential Dewey: Pragmatism, education, democracy”, p.410, Indiana University Press

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• Every one of the constituent elements of a social group, in a modern city as in a savage tribe, is born immature, helpless, without language, beliefs, ideas, or social standards. Each individual, each unit who is the carrier of the life-experience of his group, in time passes away. Yet the life of the group goes on.

  John Dewey

  Cities, Ideas, Immature

  John Dewey (2012). “Democracy and Education”, p.8, Courier Corporation

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• 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".

  John Dewey

  Philosophy, Law, Broken

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

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• If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect - its effect upon conscious experience - we may well believe that this lesson has been learned largely through dealings with the young.

  John Dewey

  Believe, Humanity, Lessons

  John Dewey (2012). “Democracy and Education”, p.12, Courier Corporation

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• The problem of education in a democratic society is to do away with ... dualism and to construct a course of studies which makes thought a guide of free practice for all and which makes leisure a reward of accepting responsibility for service, rather than a state of exemption from it.

  John Dewey

  Responsibility, Practice, Rewards

  John Dewey (2015). “Democracy and Education”, p.264, Sheba Blake Publishing

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• A society which makes provision for participation in its good of all its members on equal terms and which secures flexible readjustment of its institutions through interaction of the different forms of associated life is in so far democratic. Such a society must have a type of education which gives individuals a personal interest in social relationships and control, and the habits of mind which secure social changes without introducing disorder.

  John Dewey

  Giving, Mind, Different

  John Dewey (2015). “Democracy and Education”, p.102, Sheba Blake Publishing

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• The intimation never wholly deserts us that there is, in the unformed activities of childhood and youth, the possibilities of a better life for the community as well as for individuals here and there. This dim sense is the ground of our abiding idealization of childhood.

  John Dewey

  Children, Childhood, Community

  John Dewey, Jo Ann Boydston, Murray G. Murphey (2008). “The Middle Works, 1899-1924: 1922”, p.71, SIU Press

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• Even when a person is frightened by threats into doing something, the threats work only because the person has an instinct of fear. If he has not, or if, though having it, it is under his own control, the threat has no more influence upon him than light has in causing a person to see who has no eyes.

  John Dewey

  Eye, Light, Influence

  John Dewey (0101). “Democracy and Education: An Introduction to the Philosophy of Education”, p.25, Prabhat Prakashan

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