A Quote by John Dewey

The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative. — © John Dewey
The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative.
Some experiences are mis-educative. Any experience is mis-educative that has the effect of arresting or distorting the growth of further experience.
All genuine education comes about through experience.
I think we're in an age starved for genuine experiences, instead of cathartic phony experiences through the media, structured, engineered experiences. And those are the fast food, the masturbation of experience. They don't really exhaust any aspect of ourselves; they don't make us any stronger.
If you have a belief and you come against an experience which the belief says is not possible, or, the experience is such that you have to drop the belief, what are you going to choose — the belief or the experience? The tendency of the mind is to choose the belief, to forget about the experience. That’s how you have been missing many opportunities when God has knocked at your door.
Experience is stronger than belief. Once we have experiences our mind begins to open. This works better than me forcing my own experience or knowledge onto anyone. Show them how to have their own experiences.
I have a very genuine care for individuals; I have a very genuine sense of the power of individuals to make a difference, a very genuine belief that people matter, a very genuine belief of wanting the very best for individuals.
Nothing seems to me to be rarer today then genuine hypocrisy. I greatly suspect that this plant finds the mild atmosphere of our culture unendurable. Hypocrisy has its place in the ages of strong belief: in which even when one is compelled to exhibit a different belief one does not abandon the belief one already has.
All communication is like art. It may fairly be said, therefore, that any social arrangement that remains vitally social, or vitally shared, is educative to those who participate in it. Only when it becomes cast in a mold and runs in a routine way does it lose its educative power.
What does it mean to dance? What does it mean to commit a crime? What does it mean to be anxious? What does it mean to tell a joke? The great thing about the French is that they have thought about these subjects in a great variety of ways and are a very articulate people.
Ric Flair is one of the most entertaining guys to sit down with and by entertaining I don't mean he has catchy phrases, but that he's been through so much and his experiences are so genuine I could listen to him talk all day.
A belief in God may not be fully within me anymore, but there's still a belief in belief. The high drama and power of the Church has stayed with me. As a child in church, I saw grown men at the altar crying out for God's mercy. And the idea of someone doing that has become a joke in the popular culture, but when you are there and you see it, you experience - for a moment - an incredibly raw, honest, strange insight into what it means to be a human being. Those experiences don't leave you. Whatever you think of them, they are powerful experiences.
For me, writing is an experience. It's an exercise in which I want to discover myself by taking my characters to the edges of human experience, to the edges of themselves and then, asking certain questions - about love, what does it mean to love? What's beauty? What is true beauty? What does it mean to be insane - crazy?
We learn our belief systems as very little children, and then we move through life creating experiences to match our beliefs. Look back in your own life and notice how often you have gone through the same experience.
Experiences in order to be educative must lead out into an expanding world of subject matter, a subject matter of facts or information and of ideas. This condition is satisfied only as the educator views teaching and learning as a continuous process of reconstruction of experience.
The experience taught me that the essence of a Cambridge education centers on two questions: What does it mean? How do you know?
A belief may be comforting. Only through your own experience, however, does it become liberating.
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