John Dewey
American philosopher and educational reformer (1859 to 1952); author of Democracy and Education.
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What they believe
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Education is to social life what nutrition and reproduction are to physical life
What nutrition and reproduction are to physiological life, education is to social life.
gutenberg.orgSaid c. 1916This on korrents
The bold line is korrents’ wording; the quote is theirs. These one: what they wrote before what they said aloud, one per source, newest first.
Beliefs
Korrents What they believe 17 beliefs — each backed by an exact quote.
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Education is to social life what nutrition and reproduction are to physical life
What nutrition and reproduction are to physiological life, education is to social life.
Democracy and Education (1916) Said c. 1916
The growth of formal schooling risks splitting school learning from direct experience
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.
Democracy and Education (1916) Said c. 1916
Attitudes and dispositions cannot be passed directly to the young, only through their environment
The development within the young of the attitudes and dispositions necessary to the continuous and progressive life of a society cannot take place by direct conveyance of beliefs, emotions, and knowledge. It takes place through the intermediary of the environment.
Democracy and Education (1916) Said c. 1916
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Education is the same as growing and has no end beyond itself
Since growth is the characteristic of life, education is all one with growing; it has no end beyond itself. The criterion of the value of school education is the extent in which it creates a desire for continued growth and supplies means for making the desire effective in fact.
Democracy and Education (1916) Said c. 1916
Education is the reconstruction of experience that adds meaning and increases control of later experience
We thus reach a technical definition of education: It is that reconstruction or reorganization of experience which adds to the meaning of experience, and which increases ability to direct the course of subsequent experience.
Democracy and Education (1916) Said c. 1916
Democracy is more than a form of government; it is mainly a way of living together
A democracy is more than a form of government; it is primarily a mode of associated living, of conjoint communicated experience.
Democracy and Education (1916) Said c. 1916
An undesirable society is one that puts up barriers to free communication of experience
An undesirable society, in other words, is one which internally and externally sets up barriers to free intercourse and communication of experience.
Democracy and Education (1916) Said c. 1916
Externally imposed aims make the work of teacher and pupil mechanical and slavish
In education, the currency of these externally imposed aims is responsible for the emphasis put upon the notion of preparation for a remote future and for rendering the work of both teacher and pupil mechanical and slavish.
Democracy and Education (1916) Said c. 1916
Culture is perhaps best defined as a constantly expanding perception of meanings
And there is perhaps no better definition of culture than that it is the capacity for constantly expanding the range and accuracy of one's perception of meanings.
Democracy and Education (1916) Said c. 1916
Interest and discipline are two linked aspects of activity that has an aim
Interest and discipline are correlative aspects of activity having an aim.
Democracy and Education (1916) Said c. 1916
An ounce of experience is better than a ton of theory, since theory only means something in experience
An ounce of experience is better than a ton of theory simply because it is only in experience that any theory has vital and verifiable significance.
Democracy and Education (1916) Said c. 1916
Work that stays permeated with the attitude of play is art
Work which remains permeated with the play attitude is art—in quality if not in conventional designation.
Democracy and Education (1916) Said c. 1916
Ultimately science is the organ of general social progress
Thus ultimately and philosophically science is the organ of general social progress.
Democracy and Education (1916) Said c. 1916
A democratic education should end the split between liberal and practical study and make leisure a reward for service
The problem of education in a democratic society is to do away with the dualism and to construct a course of studies which makes thought a guide of free practice for all and which makes leisure a reward of accepting responsibility for service, rather than a state of exemption from it.
Democracy and Education (1916) Said c. 1916
A democratic society must allow intellectual freedom and diverse gifts in its education
A progressive society counts individual variations as precious since it finds in them the means of its own growth. Hence a democratic society must, in consistency with its ideal, allow for intellectual freedom and the play of diverse gifts and interests in its educational measures.
Democracy and Education (1916) Said c. 1916
Philosophy may even be defined as the general theory of education
If we are willing to conceive education as the process of forming fundamental dispositions, intellectual and emotional, toward nature and fellow men, philosophy may even be defined as the general theory of education.
Democracy and Education (1916) Said c. 1916
All education that develops the power to share effectively in social life is moral
All education which develops power to share effectively in social life is moral.
Democracy and Education (1916) Said c. 1916
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