John Dewey Quotes

Experience presents itself as the method, and the only method, for getting at nature, penetrating its secrets, and wherein nature empirically discloses (by the use of empirical method in natural science) deepens, enriches and directs the further development of experience.

"In object lessons in elementary education and in laboratory instruction in higher education, the subject is often so treated that the student fails to "see the forest on account of the trees.

As an individual passes from one situation to another, his [sic] world, his environment, expands or contracts. He does not find himself living in another world but in a different part or aspect of one and the same world. What he has learned in the way of knowledge and skill in one situation becomes an instrument of understanding and dealing effectively with the situations which follow. The process goes on as long as life and learning continue. Otherwise the course of experience is disorderly, since the individual factor that enters into making an experience is split. A divided world, a world whose parts and aspects do not hang together, is at once a sign and a cause of a divided personality. When the splitting-up reaches a certain point we call the person insane. A fully integrated personality, on the other hand, exists only when successive experiences are integrated with one another. It can be built up only as a world of related objects is constructed.

Some one remarked that the best way to unite all the nations on this globe would be an attack from some other planet. In the face of such an alien enemy, people would respond with a sense of their unity of interest and purpose. We have the next thing to that at the present time

Reflection involves not simply a sequence of ideas, but a consequence — a consecutive ordering in such a way that each determines the next as its proper outcome, while each in turn leans back on its predecessors.

To be intelligently experimental is but to be conscious of [the] intersection of natural conditions so as to profit by it instead of being at its mercy. The Christian idea of this world and this life as a probation is a kind of distorted recognition of the situation; distorted because it applied wholesale to one stretch of existence in contrast with another, regarded as original and final

The most important factor in the training of good mental habits consists in acquiring the attitude of suspended conclusion, and in mastering the various methods of searching for new materials to corroborate or to refute the first suggestions that occur. To maintain the state of doubt and to carry on systematic and protracted inquiry — these are the essentials of thinking.

We rarely recognize the extent in which our conscious estimates of what is worth while and what is not, are due to standards of which we are not conscious at all. But in general it may be said that the things which we take for granted without inquiry or reflection are just the things which determine our conscious thinking and decide our conclusions.

never let fear define who you are, and never let where you came from determine where you are going.

While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows.

New inventions, new machines, new methods of transportation and intercourse are making over the whole scene of action year by year. It is an absolute impossibility to educate the child for any fixed station in life.

The lesson for progressive education is that it requires in an urgent degree, a degree more pressing than was incumbent upon former innovators, a philosophy of education based upon a philosophy of experience.

I remarked incidentally that the philosophy in question is, to paraphrase the saying of Lincoln about democracy, one of education of, by and for experience. No one of these words, of, by, or for, names anything which is self-evident. Each of them is a challenge to discover and put into operation a principle of order and organization which follows from understanding what educative experience signifies.

The savage deals largely with crude stimuli; we have weighted stimuli. Prior human efforts have made over natural conditions. As they originally existed they were indifferent to human endeavors. Every domesticated plant and animal, every tool, every utensil, every appliance, every manufactured article, every esthetic decoration, every work of art means a transformation of conditions once hostile or indifferent to characteristic human activities into friendly and favoring conditions. Because the activities of children today are controlled by these selected and charged stimuli, children are able to traverse in a short lifetime what the race has needed slow, tortured ages to attain. The dice have been loaded by all the successes which have preceded.

ان التهديد الخطير الذي يواجه ديمقراطيتنا ليس هو وجود دول تسلطية شمولية ، بل انه الوجود داخل مواقفنا الشخصية وداخل مؤسساتنا هو الذي يعطي انتصارا للسلطة الخارجية والنظام والهيمنة والاعتماد على (الزعيم) في الدول الاجنبية . ومن ثم ايضا فان ساحة المعركة هي هنا - داخل انفسنا ومؤسساتنا.

we may lead a horse to water we cannot make him drink; and that while we can shut a man up in a penitentiary we cannot make him penitent.