a problem well put is half solved. John Dewey More Quotes by John Dewey More Quotes From John Dewey The conception of education as a social process and function has no definite meaning until we define the kind of society we have in mind. John Dewey kind social mind Schools have ignored the value of experience and chosen to teach by pouring in. John Dewey pouring ignored school Skepticism: the mark and even the pose of the educated mind. John Dewey posing mark mind The good man is the man who, no matter how morally unworthy he has been, is moving to become better. John Dewey change integrity inspirational Hunger not to have, but to be John Dewey hunger The aim of education is to enable individuals to continue their education ... (and) the object and reward of learning is continued capacity for growth. Now this idea cannot be applied to all the members of a society except where intercourse of man with man is mutual, and except where there is adequate provision for the reconstruction of social habits and institutions by means of wide stimulation arising from equitably distributed interests. And this means a democratic society. John Dewey change education mean The deepest urge in human nature is the desire to feel important. John Dewey human-nature important desire Liberty is not just an idea, an abstract principle. It is power, effective power to do specific things. There is no such thing as liberty in general; liberty, so to speak, at large. John Dewey liberty power ideas 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. John Dewey ruts resistance path 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. John Dewey inquiry essence teaching From the standpoint of the child, the great waste in the school comes from his inability to utilize the experiences he gets outside the school in any complete and free way within the school itself; while, on the other hand, he is unable to apply in daily life what he is learning at school. That is the isolation of the school — its isolation from life. John Dewey children hands school Conflict is the gadfly of thought. It stirs us to observation and memory. It instigates invention. It shocks us out of sheep-like passivity, and sets us at noting and contriving…conflict is a sine qua non of reflection and ingenuity. John Dewey reflection sheep memories Each generation is inclined to educate its young so as to get along in the present world instead of with a view to the proper end of education: the promotion of the best possible realization of humanity as humanity. Parents educate their children so that they may get on; princes educate their subjects as instruments of their own purpose. John Dewey parent views children A large part of the art of instruction lies in making the difficulty of new problems large enough to challenge thought, and small enough so that, in addition to the confusion naturally attending the novel elements, there shall be luminous familiar spots from which helpful suggestions may spring. John Dewey spring lying art Arriving at one goal is the starting point to another. John Dewey business motivational inspirational The need for growth, for development, for change, is fundamental to life. John Dewey growth development fundamentals Education has no more serious responsibility than the making of adequate provision for enjoyment of recreative leisure not only for the sake of immediate health, but for the sake of its lasting effect upon the habits of the mind. John Dewey adequate responsibility mind One of the saddest things about US education is that the wisdom of our most successful teachers is lost to the profession when they retire. John Dewey successful teaching teacher Cease conceiving of education as mere preparation for later life, and make it the full meaning of the present life. John Dewey present-life mere preparation Individuals are certainly interested, at times, in having their own way, and their own way may go contrary to the ways of others. But they are also interested, and chiefly interested upon the whole, in entering into the activities of others and taking part in conjoint and cooperative doings. Otherwise, no such thing as a community would be possible. John Dewey entering community may
