John Dewey Quotes About Children

Quotes about: Children

• How can the child learn to be a free and responsible citizen when the teacher is bound?

  John Dewey

  Teacher, Children, Citizens

• I believe that the teacher's place and work in the school is to be interpreted from this same basis. The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences.

  John Dewey

  Teacher, Children, Educational

  John Dewey, Larry Hickman, Thomas M. Alexander (1998). “The Essential Dewey: Pragmatism, education, democracy”, p.231, Indiana University Press

• 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.

  John Dewey

  Children, Believe, Demand

  John Dewey, Larry Hickman, Thomas M. Alexander (1998). “The Essential Dewey: Pragmatism, education, democracy”, p.229, Indiana University Press

• What the best and wisest parent wants for his own child, that must the community want for all of its children.

  John Dewey

  Education, Children, Community

  "The School and Society & The Child and the Curriculum".

• What holds for adults holds even more for children, sensitive and conscious of differences. I certainly hope that the Board of Education will think very, very seriously before it introduces this division and antagonism in our public schools.

  John Dewey

  Children, School, Thinking

• I believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends. I believe that education, therefore, is a process of living and not a preparation for future living.

  John Dewey

  Education, Children, Believe

  John Dewey, Francis William Garforth (1966). “Selected educational writings”

• It is difficult to connect general principles with such thoroughly concrete things as children.

  John Dewey

  Children, Philosophy, Educational

  John Dewey (2010). “The Child and the Curriculum: Including the School and Society”, Cosimo, Inc.

• 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, School, Hands

  "The Child and the Curriculum: Including the School and Society".

• We are a people of many races, many faiths, creeds, and religions. I do not think that the men who made the Constitution forbade the establishment of a State church because they were opposed to religion. They knew that the introduction of religious differences into American life would undermine the democratic foundations of this country. What holds for adults holds even more for children, sensitive and conscious of differences. I certainly hope that the Board of Education will think very, very seriously before it introduces this division and antagonism in our public schools.

  John Dewey

  Country, Religious, Children

• As a child lives today, he will live tomorrow.

  John Dewey

  Children, Learning, Live For Today

• The relationships of our present social life are so numerous and so interwoven that a child placed in the most favorable position could not readily share in many of the most important of them. Not sharing in them, their meaning would not be communicated to him, would not become a part of his own mental disposition. There would be no seeing the trees because of the forest. Business, politics, art, science, religion, would make all at once a clamor for attention; confusion would be the outcome.

  John Dewey

  Art, Children, Confusion

  John Dewey, (2013). “Democracy and Education - An Introduction to the Philosophy of Education”, p.28, Read Books Ltd

• A child may have to be snatched with roughness away from a fire so that he shall not be burnt.

  John Dewey

  Children, Fire, May

  John Dewey (2015). “Democracy and Education: Top American Authors”, p.23, 谷月社

• 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.

  John Dewey

  Children, Childhood, Community

  John Dewey, Jo Ann Boydston, Murray G. Murphey (2008). “The Middle Works, 1899-1924: 1922”, p.71, SIU Press

• When the child sees the parent looking for something, it is as natural for it also to look for the object and to give it over when it finds it, as it was, under other circumstances, to receive it. Multiply such an instance by the thousand details of daily intercourse, and one has a picture of the most permanent and enduring method of giving direction to the activities of the young.

  John Dewey

  Children, Giving, Parent

  John Dewey (2015). “Democracy and Education: Top American Authors”, p.24, 谷月社

• I believe that the school must represent present life - life as real and vital to the child as that which he carries on in the home, in the neighborhood, or on the play-ground.

  John Dewey

  Children, Real, Believe

  John Dewey, Jo Ann Boydston (2008). “The Early Works, 1882-1898: 1895-1898. Early essays”, p.87, SIU Press

• A child might be made to bow every time he met a certain person by pressure on his neck muscles, and bowing would finally become automatic. It would not, however, be an act of recognition or deference on his part, till he did it with a certain end in view - as having a certain meaning.

  John Dewey

  Children, Views, Might

  John Dewey (2012). “Democracy and Education”, p.34, Courier Corporation

• When a school introduces and trains each child of society into membership within such a little community, saturating him with the spirit of service, and providing him with the instruments of effective self-direction, we shall have the deepest and best guaranty of a larger society which is worthy, lovely, and harmonious

  John Dewey

  Children, School, Self

  John Dewey (2013). “The School and Society and The Child and the Curriculum”, p.29, University of Chicago Press

• With respect to the development of powers devoted to coping with specific scientific and economic problems we may say that the child should be growing in manhood. With respect to sympathetic curiosity, unbiased responsiveness, and openness of mind, we may say that the adult should be growing in childlikeness.

  John Dewey

  Children, Curiosity, Mind

  John Dewey (2015). “Democracy and Education: Top American Authors”, p.41, 谷月社

• The spontaneous power of the child, his demand for self-expression, can not by any possibility be suppressed.

  John Dewey

  Children, Self, Expression

• 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

  Children, Views, Parent

  John Dewey (2015). “Democracy and Education: Top American Authors”, p.72, 谷月社

• In undeveloped social groups, we find very little formal teaching and training. Savage groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps adults loyal to their group. They have no special devices, material, or institutions for teaching save in connection with initiation ceremonies by which the youth are inducted into full social membership. For the most part, they depend upon children learning the customs of the adults, acquiring their emotional set and stock of ideas, by sharing in what the elders are doing.

  John Dewey

  Children, Teaching, Emotional

  John Dewey, (2013). “Democracy and Education - An Introduction to the Philosophy of Education”, p.16, Read Books Ltd

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