A Quote by John Dewey
I believe that the community's duty to education is, therefore, its paramount moral duty. By law and punishment, by social agitation and discussion, society can regulate and form itself in a more or less haphazard and chance way. But through education society can formulate its own purposes, can organize its own means and resources, and thus shape itself with definiteness and economy in the direction in which it wishes to move.
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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.
Every man and woman in society has one big duty. That is, to take care of his or her own self. This is a social duty. For, fortunately, the matter stands so that the duty of making the best of one's self individually is not a separate thing from the duty of filling one's place in society, but the two are one, and the latter is accomplished when the former is done
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.
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.
Can the state, which represents the whole of society and has the duty of protecting society, fulfill that duty by lowering itself to the level of the murderer, and treating him as he treated others? The forfeiture of life is too absolute, too irreversible, for one human being to inflict it on another, even when backed by legal process.
The difference of the degrees in which the individuals of a great community enjoy the good things of life has been a theme of declaration and discontent in all ages; and it is doubtless our paramount duty, in every state of society, to alleviate the pressure of the purely evil part of this distribution, as much as possible, and, by all the means we can devise, secure the lower links in the chain of society from dragging in dishonor and wretchedness.
If a poet has any obligation toward society, it is to write well. Being in the minority, he has no other choice. Failing this duty, he sinks into oblivion. Society, on the other hand, has no obligation toward the poet. A majority by definition, society thinks of itself as having other options than reading verses, no matter how well written. Its failure to do so results in its sinking to that level of locution at which society falls easy prey to a demagogue or a tyrant. This is society's own equivalent of oblivion.
First, this law - the National Defense Education Act - ended years and years of debate about one controversial question: 'Shall the Federal Government, with all its massive resources, get directly involved in aiding American education?' The answer this law gave was a loud 'Yes!' - and thus we paved the way for a new era of support for education in America. This law, in fact, helped make possible more than 50 new education laws passed in my administration.
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.
I do not believe that the spiritual law works on a field of its own. On the contrary, it expresses itself only through the ordinary activities of life. It thus affects the economic, the social and the political fields.
There are always rebels and radicals, I suppose,' McCleethy allows. 'Those who live on the fringes of society. But what do they contribute to the society itself? They reap its rewards without experiencing its costs. No. I submit that loyal, hardworking citizens who push aside their own selfish desires for the good of the whole are the backbone of the world. What if we all decided to run off and live freely without thought or care for society's rules? Our civilization would crumble. There is a joy in duty and a security in knowing one's place...It is the only way.
By various agencies, unintentional and designed, a society transforms uninitiated and seemingly alien beings into robust trustees of its own resources and ideals. Education is thus a fostering, a nurturing, a cultivating, process.
It is not systematic education which somehow molds society, but, on the contrary, society which, according to its particular structure, shapes education in relation to the ends and interests of those who control the power in that society.
If it is the duty of the State to educate, it is the duty of the State also to bear the burden of education, namely, the taxation out of which education is provided.
Society takes upon itself the right to inflict appalling punishment on the individual, but it also has the supreme vice of shallowness, and fails to realize what it has done. When the man's punishment is over, it leaves him to himself; that is to say, it abandons him at the very moment when its highest duty towards him begins.
Religion today is not transforming people; rather it is being transformed by the people. It is not raising the moral level of society; it is descending to society's own level, and congratulating itself that it has scored a victory because society is smilingly accepting its surrender.
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