A Quote by John Dewey
As formal teaching and training grow in extent, there is the danger of creating an undesirable split between the experience gained in more direct associations and what is acquired in school. This danger was never greater than at the present time, on account of the rapid growth in the last few centuries of knowledge and technical modes of skill.
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The game was different then, when I used to play. The ball ran more than the players and to some extent there was greater technical skill.
The danger of crippling thought, the danger of obstructing the formation of the public mind by specially suppressing ... representations is far greater than any real danger that there is from such representations.
...Writings can be stolen, or changed, or used for evil purposes. But isn't the risk worth taking? The more people who share knowledge, the greater safeguard for it. Isn't there more danger in ignorance than knowledge?
Thus fear of danger is ten thousand times more terrifying than danger itself when apparent to the eyes ; and we find the burden of anxiety greater, by much, than the evil which we are anxious about.
The danger of psychedelic drugs, the danger of mind-opening, the danger of consciousness expansion, the danger of inner discovery is a danger to the establishment.
Consequently there is a need for spiritual vitality. What protection is there against the danger of organisation? Man is once more faced with the problem of himself. He can cope with every danger except the danger of human nature itself. In the last resort it all turns upon man.
Today, the danger of some sort of a nuclear catastrophe is greater than it was during the Cold War, and most people are blissfully unaware of this danger.
It has been said that the essence of teaching is causing another to know. It may similarly be said that the essence of training is causing another to do. Teaching gives knowledge. Training gives skill. Teaching fills the mind. Training shapes the habits. Teaching brings to the child that which he did not have before. Training enables a child to make use of that which is already his possession.
We should never so entirely avoid danger as to appear irresolute and cowardly; but, at the same time, we should avoid unnecessarily exposing ourselves to danger, than which nothing can be more foolish.
I've been training like crazy with my trainer Decker Davis all the time, and we've been doing this new thing called Danger Train. It's kind of storytelling about the offseason training, there's a lot more to come with that. More than anything, from a nutrition aspect to the speed aspect to the strengthening aspect and, most importantly, to the mental aspect, we're always trying to grow exponentially. We're continuing to find new ways to do that.
There are three elements of mountaineering - difficulty, danger, and exposure. Difficulty is the technical aspect of it. Danger, it is best to avoid, but some people like to increase danger to a point where their success is dependent only on luck. And exposure, which is what truly defines Alpinism, is what you face in wild nature.
The present danger which this country faces is at least as great as the danger which we faced during the war with Germany and Japan. Briefly stated, it is the very real danger that this country, as we know it, may cease to exist.
It must be conceded that a theory has an important advantage if its basic concepts and fundamental hypotheses are 'close to experience,' and greater confidence in such a theory is certainly justified. There is less danger of going completely astray, particularly since it takes so much less time and effort to disprove such theories by experience. Yet more and more, as the depth of our knowledge increases, we must give up this advantage in our quest for logical simplicity in the foundations of physical theory.
We are never more in danger than when we think ourselves most secure, nor in reality more secure than when we seem to be most in danger.
There is danger in reckless change, but greater danger in blind conservatism.
One code prevails in the family; another, on the street; a third, in the workshop or store; a fourth, in the religious association. As a person passes from one of the environments to another, he is subjected to antagonistic pulls, and is in danger of being split into a being having different standards of judgment and emotion for different occasions. This danger imposes upon the school a steadying and integrating office.
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