John Dewey Quotes About Philosophy

Quotes about: Philosophy

• Modern philosophy certainly exacts a surrender of all supernaturalism and fixed dogma and rigid institutionalism with which Christianity has been historically associated

  John Dewey

  Philosophy, Dogma, Surrender

• It is not a nature cure, a system of faith healing, or a physical culture, or a medical treatment, or a semi-occult philosophy. As to what it is, Dewey's brief but striking description appeals most and has the least chance of being proved incorrect: 'It the Alexander Technique bears the same relation to education that education itself bears to all other human activities.'

  John Dewey

  Philosophy, Healing, Technique

• Without the English, reason and philosophy would still be in the most despicable infancy in France.

  John Dewey

  Philosophy, Philosophical, Science

• The moment philosophy supposes it can find a final and comprehensive solution, it ceases to be inquiry and becomes either apologetics or propaganda.

  John Dewey

  Philosophy, Philosophical, Science

  John Dewey, Jo Ann Boydston, Ernest Nagel (2008). “The Later Works, 1925-1953: 1938”, p.42, SIU Press

• Mankind likes to think in terms of extreme opposites.

  John Dewey

  Philosophy, Educational, Thinking

  John Dewey (1998). “Experience and Education, 60th Anniversary Edition”, p.1, Kappa Delta Pi

• Teachers are the agents through which knowledge and skills are communicated and rules of conduct enforced.

  John Dewey

  Teacher, Philosophy, Educational

  John Dewey, Jo Ann Boydston, Steven M. Cahn (2008). “The Later Works, 1925-1953: 1938-1939”, p.6, SIU Press

• Some experiences are mis-educative. Any experience is mis-educative that has the effect of arresting or distorting the growth of further experience.

  John Dewey

  Philosophy, Educational, Growth

  John Dewey (1998). “Experience and Education, 60th Anniversary Edition”, p.13, Kappa Delta Pi

• 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.

• The problem of restoring integration and co-operation between man's beliefs about the world in which he lives and his beliefs about values and purposes that should direct his conduct is the deepest problem modern life. It is the problem of any philosophy that is not isolated from life.

  John Dewey

  Wisdom, Philosophy, Men

  John Dewey, Jo Ann Boydston, Stephen Toulmin (2008). “The Later Works, 1925-1953: 1929”, p.204, SIU Press

• 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

• Philosophy recovers itself when it ceases to be a device for dealing with the problems of philosophers and becomes a method, cultivated by philosophers, for dealing with the problems of men.

  John Dewey

  Philosophy, Men, Philosopher

  John Dewey, Jo Ann Boydston, Lewis E. Hahn (2008). “The Middle Works, 1899-1924: 1916-1917”, p.46, SIU Press

• Men have gone on to build up vast intellectual schemes, philosophies, and theologies, to prove that ideals are not real as ideals but as antecedently existing actualities. They have failed to see that in converting moral realities into matters of intellectual assent they have evinced lack of moral faith.

  John Dewey

  Philosophy, Real, Men

  William James, John Dewey, John M. Capps, Donald Capps (2005). “James and Dewey on Belief and Experience”, p.236, University of Illinois Press

• There is, I think, no point in the philosophy of progressive education which is sounder than its emphasis upon the importance of the participation of the learner in the formation of the purposes which direct his [sic] activities in the learning process, just as there is no defect in traditional education greater than its failure to secure the active cooperation of the pupil in construction of the purposes involved in his studying.

  John Dewey

  Philosophy, Thinking, Purpose

• 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

• Education Proceeds ultimately from the patterns furnished by institutions, customs, and laws- If the patterns of institutions, customs, and laws are broken for this philosophy education should fix itself. There should be several different things taught instead of one "Supreme Factor".

  John Dewey

  Philosophy, Law, Broken

  "Democracy and Education". Book by John Dewey, 1916.

• It may be seriously questioned whether the philosophies... which isolate mind and set it over against the world did not have their origin in the fact that the reflective or theoretical class of men elaborated a large stock of ideas which social conditions did not allow them to act upon and test. Consequently men were thrown back into their own thoughts as ends in themselves.

  John Dewey

  Philosophy, Men, Class

  John Dewey (2015). “Democracy and Education: Top American Authors”, p.121, 谷月社

• The breakdown of Plato's philosophy is made apparent in the fact that he could not trust to gradual improvements in education to bring about a better society which should then improve education, and so on indefinitely. Correct education could not come into existence until an ideal state existed, and after that education would be devoted simply to its conservation. For the existence of this state he was obliged to trust to some happy accident by which philosophic wisdom should happen to coincide with possession of ruling power in the state.

  John Dewey

  Plato, Philosophy, Would Be

  "Democracy and Education". Book by John Dewey, 1916.

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