Quotes of All Topics . Occasions . Authors
Understanding one another means that objects, including sounds, have the same value for both with respect to carrying on a common pursuit.
Perhaps the greatest of all pedagogical fallacies is the notion that a person learns only the particular thing he is studying at the time.
There is nothing left worth preserving in the notions of unseen powers, controlling human destiny, to which obedience and worship are due.
Nature as a whole is a progressive realization of purpose strictly comparable to the realization of purpose in any single plant or animal.
When things have a meaning for us, we mean (intend, propose) what we do: when they do not, we act blindly, unconsciously, unintelligently.
Any genuine teaching will result, if successful, in someone's knowing how to bring about a better condition of things than existed earlier.
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.
The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative.
Giving and taking of orders modifies actions and results, but does not of itself effect a sharing of purposes, a communication of interests.
Society not only continues to exist by transmission, by communication, but it may fairly be said to exist in transmission, in communication.
Just as a flower which seems beautiful and has color but no perfume, so are the fruitless words of the man who speaks them but does them not.
Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.
There is no discipline in the world so severe as the discipline of experience subjected to the tests of intelligent development and direction.
Experience alone cannot deliver to us necessary truths; truths completely demonstrated by reason. Its conclusions are particular, not universal.
I do not think that any thorough-going modification of college curriculum would be possible without a modification of the methods of instruction.
Art is not the possession of the few who are recognized writers, painters, musicians; it is the authentic expression of any and all individuality.
When "reality" is sought for at large, it is without intellectual import; at most the term carries the connotation of an agreeableemotional state.
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.
The ultimate aim of production is not production of goods but the production of free human beings associated with one another on terms of equality.
The primary ineluctable facts of the birth and death of each one of the constituent members in a social group determine the necessity of education.
An idea is a method of evading, circumventing or surmounting through reflection, obstacles that otherwise would have to be attacked by brute force.
If there is one conclusion to which human experience unmistakably points it is that democratic ends demand democratic methods for their realization.
The moment philosophy supposes it can find a final and comprehensive solution, it ceases to be inquiry and becomes either apologetics or propaganda.
The acquisition however perfectly of skills is not an end in itself. They are things to be put to use as a contribution to a common and shared life.
Some experiences are mis-educative. Any experience is mis-educative that has the effect of arresting or distorting the growth of further experience.
An undesirable society, in other words, is one which internally and externally sets up barriers to free intercourse and communication of experience.
Change as change is mere flux and lapse; it insults intelligence. Genuinely to know is to grasp a permanent end that realizes itself through changes.
The conduct of schools, based upon a new order of conception, is so much more difficult than is the management of schools which walk the beaten path.
By reading the characteristic features of any man's castles in the air you can make a shrewd guess as to his underlying desires which are frustrated.
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.
The aim of education is to enable individuals to continue their education — or that the object and reward of learning is continued capacity for growth.
Intellectually religious emotions are not creative but conservative. They attach themselves readily to the current view of the world and consecrate it.
Those engaged in directing the actions of others are always in danger of overlooking the importance of the sequential development of those they direct.
The plea for the predominance of learning to read in early school life because of the great importance attaching to literature seems to be a perversion.
Since in reality there is nothing to which growth is relative save more growth, there is nothing to which education is subordinate save more education.
A tribe, let us say, is warlike. The successes for which it strives, the achievements upon which it sets store, are connected with fighting and victory.
Communication is a process of sharing experience till it becomes a common possession. It modifies the disposition of both the parties who partake in it.
A man can be prevented from breaking into other persons' houses by shutting him up, but shutting him up may not alter his disposition to commit burglary.
Social engaged intellectuals must accept reality as they found it and shape it toward positive social goals, not stand aside in self-righteous isolation.
How many students ... were rendered callous to ideas, and how many lost the impetus to learn because of the way in which learning was experienced by them?
Human nature exists and operates in an environment. And it is not 'in' that environment as coins are in a box, but as a plant is in the sunlight and soil.
To "learn from experience" is to make a backward and forward connection between what we do to things and what we enjoy or suffer from things in consequence.
The method of democracy is to bring conflicts out into the open where their special claims can be seen and appraised, where they can be discussed and judged.
I believe that the only true education comes through the stimulation of the child's powers by the demands of the social situations in which he finds himself.
Despite the never ending play of conscious correction and instruction, the surrounding atmosphere and spirit is in the end the chief agent in forming manners.
To be interested is to be absorbed in, wrapped up in, carried away by, some object. To take an interest is to be on the alert, to care about, to be attentive.
Thinking and feeling that have to do with action in association with others is as much a social mode of behavior as is the most overt cooperative or hostile act.
A man really living alone (alone mentally as well as physically) would have little or no occasion to reflect upon his past experience to extract its net meaning.
There is no common understanding, and no community life. But in a shared activity, each person refers what he is doing to what the other is doing and vice-versa.
Time with his old flail Beat me full sore; Till: Hold, I cried, I'll stand no more. Then I heard a wail And looking spied How love's little bow Had laid time low.