John Dewey Quotes About Habits

Quotes about: Habits

• 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

• Communication of science as subject-matter has so far outrun in education the construction of a scientific habit of mind that to some extent the natural common sense of mankind has been interfered with to its detriment.

  John Dewey

  Education, Communication, Science

  John Dewey (1978). “The Middle Works, 1899-1924”, p.77, SIU Press

• Society exists through a process of transmission quite as much as biological life. This transmission occurs by means of communication of habits of doing, thinking, and feeling from the older to the younger.

  John Dewey

  Education, Communication, Mean

  John Dewey (2015). “Democracy and Education”, p.5, Sheba Blake Publishing

• 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

  John Dewey (2012). “Democracy and Education”, p.96, Courier Corporation

• Old ideas give way slowly; for they are more than abstract logical forms and categories. They are habits, predispositions, deeply ingrained attitudes of aversion and preference.

  John Dewey

  Attitude, Acceptance, Ideas

  John Dewey, Larry A. Hickman (2007). “The Influence of Darwin on Philosophy and Other Essays in Contemporary Thought”, p.11, SIU Press

• The most important factor in the training of good mental habits consists in acquiring the attitude of suspended conclusion, and in mastering the various methods of searching for new materials to corroborate or to refute the first suggestions that occur.

  John Dewey

  Attitude, Good Man, Training

  John Dewey (2015). “How We Think: Top American Authors”, p.12, 谷月社

• 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.

  John Dewey

  Mean, Thinking, Helping

• 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

  Responsibility, Mind, Adequate

• Beings who are born not only unaware of, but quite indifferent to, the aims and habits of the social group have to be rendered cognizant of them and actively interested. Education, and education alone, spans the gap.

  John Dewey

  Groups, Gaps, Habit

  John Dewey (2012). “Democracy and Education”, p.9, Courier Corporation

• The very problem of mind and body suggests division; I do not know of anything so disastrously affected by the habit of division as this particular theme. In its discussion are reflected the splitting off from each other of religion, morals and science; the divorce of philosophy from science and of both from the arts of conduct. The evils which we suffer in education, in religion, in the materialism of business and the aloofness of "intellectuals" from life, in the whole separation of knowledge and practice -- all testify to the necessity of seeing mind-body as an integral whole.

  John Dewey

  Art, Philosophy, Divorce

• Even dogs and horses have their actions modified by association with human beings; they form different habits because human beings are concerned with what they do.

  John Dewey

  Dog, Horse, Different

  John Dewey (2015). “Democracy and Education: Top American Authors”, p.12, 谷月社

• We have lost confidence in reason because we have learned that man is chiefly a creature of habit and emotion.

  John Dewey

  Men, Emotion, Reason

  John Dewey, Jo Ann Boydston, Paul Kurtz (2008). “The Later Works, 1925-1953: 1929-1930”, p.277, SIU Press

• The activity of the immature human being is simply played upon to secure habits which are useful. He is trained like an animal rather than educated like a human being. His instincts remain attached to their original objects of pain or pleasure. But to get happiness or to avoid the pain of failure he has to act in a way agreeable to others.

  John Dewey

  Pain, Animal, Immature

  John Dewey, Jo Ann Boydston, Sidney Hook (2008). “The Middle Works of John Dewey, 1899-1924, Volume 9: 1916, Democracy and Education”, p.17, SIU Press

• Any education given by a group tends to socialize its members, but the quality and the value of the socialization depends upon the habits and aims of the group. Hence, once more, the need of a measure for the worth of any given mode of social life.

  John Dewey

  Quality, Groups, Needs

  John Dewey (2015). “Democracy and Education: Top American Authors”, p.64, 谷月社

• All of us have many habits of whose import we are quite unaware, since they were formed without our knowing what we were about. Consequently they possess us, rather than we them. They move us; they control us. Unless we become aware of what they accomplish, and pass judgment upon the worth of the result, we do not control them.

  John Dewey

  Moving, Knowing, Judgment

  John Dewey, (2013). “Democracy and Education - An Introduction to the Philosophy of Education”, p.38, Read Books Ltd

• A society which makes provision for participation in its good of all its members on equal terms and which secures flexible readjustment of its institutions through interaction of the different forms of associated life is in so far democratic. Such a society must have a type of education which gives individuals a personal interest in social relationships and control, and the habits of mind which secure social changes without introducing disorder.

  John Dewey

  Giving, Mind, Different

  John Dewey (2015). “Democracy and Education”, p.102, Sheba Blake Publishing

• The future of our civilisation depends upon the widening spread and deepening hold of the scientific habit of mind.

  John Dewey

  Future, Science, Mind

  John Dewey (1978). “The Middle Works, 1899-1924”, p.78, SIU Press

• A possibility of continuing progress is opened up by the fact that in learning one act, methods are developed good for use in other situations. Still more important is the fact that the human being acquires a habit of learning. He learns to learn.

  John Dewey

  Progress, Important, Use

  John Dewey (2015). “Democracy and Education: Top American Authors”, p.37, 谷月社

• An empirical philosophy is in any case a kind of intellectual disrobing. We cannot permanently divest ourselves of the intellectual habits we take on and wear when we assimilate the culture of our own time and place. But intelligent furthering of culture demands that we take some of them off, that we inspect them critically to see what they are made of and what wearing them does to us. We cannot achieve recovery of primitive naïveté. But there is attainable a cultivated naïveté of eye, ear and thought.

  John Dewey

  Philosophy, Recovery, Eye

  Jo Ann Boydston, John Dewey, Sidney Hook (2008). “The Later Works of John Dewey, Volume 1: 1925, Experience and Nature”, p.40, SIU Press

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