Top 441 Quotes & Sayings by John Dewey
Explore popular quotes and sayings by an American philosopher John Dewey.
Last updated on December 24, 2024.
By object is meant some element in the complex whole that is defined in abstraction from the whole of which it is a distinction.
Nature is the mother and the habitat of man, even if sometimes a stepmother and an unfriendly home.
Man lives in a world of surmise, of mystery, of uncertainties.
One lives with so many bad deeds on one's conscience and some good intentions in one's heart.
Arriving at one goal is the starting point to another.
Every great advance in science has issued from a new audacity of imagination.
The path of least resistance and least trouble is a mental rut already made. It requires troublesome work to undertake the alternation of old beliefs.
Education, therefore, is a process of living and not a preparation for future living.
Such happiness as life is capable of comes from the full participation of all our powers in the endeavor to wrest from each changing situations of experience its own full and unique meaning.
Anyone who has begun to think, places some portion of the world in jeopardy.
The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative.
Luck, bad if not good, will always be with us. But it has a way of favoring the intelligent and showing its back to the stupid.
The self is not something ready-made, but something in continuous formation through choice of action.
The good man is the man who, no matter how morally unworthy he has been, is moving to become better.
To me faith means not worrying.
Skepticism: the mark and even the pose of the educated mind.
Just as a flower which seems beautiful and has color but no perfume, so are the fruitless words of the man who speaks them but does them not.
Man is not logical and his intellectual history is a record of mental reserves and compromises. He hangs on to what he can in his old beliefs even when he is compelled to surrender their logical basis.
Time and memory are true artists; they remould reality nearer to the heart's desire.
Education is not preparation for life; education is life itself.
Failure is instructive. The person who really thinks learns quite as much from his failures as from his successes.
No man's credit is as good as his money.
Without some goals and some efforts to reach it, no man can live.
To find out what one is fitted to do, and to secure an opportunity to do it, is the key to happiness.
We only think when we are confronted with problems.
Art is the most effective mode of communications that exists.
Hunger not to have, but to be
All learning begins when our comfortable ideas turn out to be inadequate.
Mankind likes to think in terms of extreme opposites.
The deepest urge in human nature is the desire to feel important.
Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.
Too rarely is the individual teacher so free from the dictation of authoritative supervisor, textbook on methods, prescribed course of study, etc., that he can let his mind come to close quarters with the pupil's mind and the subject matter.
The interaction of knowledge and skills with experience is key to learning.
Human nature exists and operates in an environment. And it is not 'in' that environment as coins are in a box, but as a plant is in the sunlight and soil.
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.
There is no god and there is no soul. Hence, there is no need for the props of traditional religion. With dogma and creed excluded, then immutable truth is dead and buried. There is no room for fixed and natural law or permanent moral absolutes.
The school must be "a genuine form of active community life, instead of a place set apart in which to learn lessons".
The origin of thinking is some perplexity, confusion or doubt.
All genuine education comes about through experience.
The real process of education should be the process of learning to think through the application of real problems.
If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.
Education is not an affair of 'telling' and being told, but an active and constructive process.
Talk of democracy has little content when big business rules the life of the country through its control of the means of production, exchange, the press and other means of publicity, propaganda and communication.
We never educate directly, but indirectly by means of the environment. Whether we permit chance environments to do the work, or whether we design environments for the purpose makes a great difference.
a problem well put is half solved.
How can the child learn to be a free and responsible citizen when the teacher is bound?
The best preparation for the future is a well-spent today.
What's in a question, you ask? Everything. It is evoking stimulating response or stultifying inquiry. It is, in essence, the very core of teaching.
Cease conceiving of education as mere preparation for later life, and make it the full meaning of the present life.
Confidence is directness and courage in meeting the facts of life.
You cannot teach today the same way you did yesterday to prepare students for tomorrow.
A society with too few independent thinkers is vulnerable to control by disturbed and opportunistic leaders. A society which wants to create and maintain a free and democratic social system must create responsible independence of thought among its young.
The most important attitude that can be formed is that of desire to go on learning.
Science is a systematic means of gaining reliable knowledge.
All genuine learning comes through experience.
As societies become more complex in structure and resources, the need of formal or intentional teaching and learning increases.
Schools have ignored the value of experience and chosen to teach by pouring in.
We do not learn from experience...we learn from reflecting on experience.
I believe that education is the fundamental method of social progress and reform.
Every serious-minded person knows that a large part of the effort required in moral discipline consists in the courage needed to acknowledge the unpleasant consequences of one's past and present acts.
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