Quotes John Dewey
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The self is not something ready-made, but something in continuous formation through choice of action.
Conflict is the gadfly of thought. It stirs us to observation and memory. It instigates to invention. It shocks us out of sheeplike passivity, and sets us at noting and contriving.
Without some goals and some efforts to reach it, no man can live.
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Every great advance in science has issued from a new audacity of the imagination.
Education, therefore, is a process of living and not a preparation for future living. Without some goals and some efforts to reach it, no man can live. Education is not preparation for life; education is life itself.
Nature is the mother and the habitat of man, even if sometimes a stepmother and an unfriendly home.
The intimation never wholly deserts us that there is, in the unformed activities of childhood and youth, the possibilities of a better life for the community as well as for individuals here and there. This dim sense is the ground of our abiding idealization of childhood.
A person who is trained to consider his actions, to undertake them deliberately, is in so far forth disciplined. Add to this ability a power to endure in an intelligently chosen course in the face of distraction, confusion, and difficulty, and you have the essence of discipline.
In fact, the human young are so immature that if they were left to themselves without the guidance and succor of others, they could not acquire the rudimentary abilities necessary for physical existence.
Insight into soul-action, ability to discriminate the genuine from the sham and capacity to further one and discourage the other.
Failure is instructive. The person who really thinks learns quite as much from his failures as from his successes. Genuine ignorance is profitable because it is likely to be accompanied by humility, curiosity, and open-mindedness; whereas ability to repeat catch-phrases, can't terms, familiar propositions, gives the conceit of learning and coats the mind with varnish waterproof to new ideas.
You can teach students to develop the ability to think reflectively, and you can help them understand what this means, but if they are not inclined to do so they never will.
The empiric easily degenerates into the quack. He does not know where his knowledge begins or leaves off, and so when he gets beyond routine conditions he begins to pretend-to make claims for which there is no justification, and to trust to luck and to ability to impose upon others-to "bluff.
Of what use, educationally speaking, is it to be able to see the end in the beginning?
To have an idea of a thing is not just to get certain sensations from it. It is to be able to respond to the thing in view of its place in an inclusive scheme of action; it is to foresee the drift and probable consequence of the action of the thing upon us and of our action upon it.
Since changes are going on anyway, the great thing is to learn enough about them so that we will be able to lay hold of them and turn them in the direction of our desires. Conditions and events are neither to be fled from nor passively acquiesced in; they are to be utilized and directed.
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We talk much more about individualism and liberty than our ancestors. But as so often happens, when anything becomes conscious, the consciousness is compensatory for absence in practice.
