A Quote by John Dewey
All education which develops power to share effectively in social life is moral.
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A narrow and moralistic view of morals is responsible for the failure to recognize that all the aims and values which are desirable in education are themselves moral. Discipline, natural development, culture, social efficiency, are moral traits - marks of a person who is a worthy member of that society which it is the business of education to further.
Essentially, social education is moral education, and moral education is preparation for citizenship... When Jefferson and others advocated public education, it was to prepare for citizenship in a new, constitutional, democratic society.
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.
The present structure of rewards in high schools produces a response on the part of an adolescent social system which effectively impedes the process of education.
I think we certainly benefit from social institutions which encourage us towards moral behavior. It's very important to have law. It's very important to have a moral education.
We destroy the most hallowed of relations, when we replace home education by social.And your education! Is not that also social, and determined by the social conditions under which you educate, by the intervention, direct or indirect, of society, by means of schools, etc.? The Communists have not invented the intervention of society in education; they do but seek to alter the character of that intervention, and to rescue education from the influence of the ruling class.
Education is a regulation of the process of coming to share in the social consciousness; and that the adjustment of individual activity on the basis of this social consciousness is the only sure method of social reconstruction.
My life was transformed by the Labour government of 1945. It was transformative for millions of people like me, you know - education, the health service. It was proof that politics can make life better for people; that a social dream can become a social reality by the power of government.
Education as a democratic project always presupposes a vision of the future in its introduction to, preparation for, and legitimation of particular forms of social life. It is utopian in its goal of expanding and deepening the ideological and material conditions that make a democracy possible. As a moral and political practice, education produces the modes of literacy, critique, sense of social responsibility, and civic courage necessary to imbue young people with the knowledge and skills needed to enable them to be engaged critical citizens willing to fight for a sustainable and just society.
Student loans have been helpful to many. But they offer neither incentive nor assistance to those students who, by reason of family or other obligations, are unable or unwilling to go deeper into debt. ... It is, moreover, only prudent economic and social policy for the public to share part of the costs of the long period of higher education for those whose development is essential to our national economic and social well-being. All of us share in the benefits - all should share in the costs.
We discovered that education is not something which the teacher does, but that it is a natural process which develops spontaneously in the human being.
The unit of effectiveness of education is not the individual but the group. An individual's moral values are primarily important for society as they contribute to a moral social climate, not as they induce particular pieces of behavior.
Consumers have not been told effectively enough that they have huge power and that purchasing and shopping involve a moral choice.
Personality must be educated, and personality cannot be educated by confining its operations to technical and specialized things, or to the less important relationships of life. Full education comes only when there is a responsible share on the part of each person, in proportion to capacity, in shaping the aims and policies of the social groups to which he belongs.
I say statecraft is soulcraft. Just as all education is moral education because learning conditions conduct, most legislation is moral legislations because it conditions the action and the thought of the nation in broad and important spheres in life.
Marxism was the social creed and the social cry of those classes who knew by their miseries that the creed of the liberal optimists was s snare and a delusion... Liberalism and Marxism share a common illusion of the "children of light." Neither understands property as a form of power which can be used in either its individual or its social form as an instrument of particular interest against the general interest.
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