3 Quotes Tagged: john-dewey

Public education does not serve a public. It creates a public. And in creating the right kind of public, the schools contribute toward strengthening the spiritual basis of the American Creed. That is how Jefferson understood it, how Horace Mann understood it, how John Dewey understood it, and in fact, there is no other way to understand it. The question is not, Does or doesn't public schooling create a public? The question is, What kind of public does it create? A conglomerate of self-indulgent consumers? Angry, soulless, directionless masses? Indifferent, confused citizens? Or a public imbued with confidence, a sense of purpose, a respect for learning, and tolerance? The answer to this question has nothing whatever to do with computers, with testing, with teacher accountability, with class size, and with the other details of managing schools. The right answer depends on two things, and two things alone: the existence of shared narratives and the capacity of such narratives to provide an inspired reason for schooling.

And, substantially they hope to supplant the "disciplining of the higher faculty of the imagination" by what they call "education for democracy." ...

The very banality of the expression helps to ensure its triumph. Who could be against education? Who could be against democracy? Yet the phrase begs two questions: What do you mean by "education"? And what do you mean by "democracy"? The school of Dewey has long been fond of capturing words and turning them to their own purposes: they tried hard to capture "humanism", and even laid siege to "religion" Now I am convinced that if, by "education," the champions of this slogan mean merely recreation, socialization, and a kind of custodial jurisdiction over young people, then they are deliberately perverting a word with a reasonably distinct historical meaning and making it into what Mr. Richard Weaver, in his book, "Ethics of Rhetoric", calls a "god-term" — that is, a charismatic expression drained dry of any objective significance, but remaining an empty symbol intended to win unthinking applause

And, substantially they hope to supplant the "disciplining of the higher faculty of the imagination" by what they call "education for democracy." ...

The very banality of the expression helps to ensure its triumph. Who could be against education? Who could be against democracy? Yet the phrase begs two questions: What do you mean by "education"? And what do you mean by "democracy"? The school of Dewey has long been fond of capturing words and turning them to their own purposes: they tried hard to capture "humanism", and even laid siege to "religion" Now I am convinced that if, by