John Dewey Quotes About School

Quotes about: School

• Education is not preparation for life; education is life itself.

  John Dewey

  Life, Inspiring, Education

• 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

• Schools should take an active part in directing social change, and share in the construction of a new social order

  John Dewey

  Education, School, Order

  John Dewey (1987). “The Later Works, 1925-1953”, p.408, SIU Press

• It is the office of the school environment to balance the various elements in the social environment, and to see to it that each individual gets an opportunity to escape from the limitations of the social group in which he was born, and to come into living contact with a broader environment.

  John Dewey

  School, Opportunity, Office

  John Dewey (2012). “Democracy and Education”, p.25, Courier Corporation

• Since growth is the characteristic of life, education is all one with growing; it has no end beyond itself. The criterion of the value of school education is the extent in which it creates a desire for continuous growth and supplies means for making the desire effective in fact.

  John Dewey

  Learning, School, Mean

  John Dewey (2004). “Democracy and Education”, p.51, Courier Corporation

• In a world that has so largely engaged in a mad and often brutally harsh race for material gain by means of ruthless competition, it behooves the school to make ceaseless and intelligently organized effort to develop above all else the will for co-operation and the spirit which sees in every other individual one who has an equal right to share in the cultural and material fruits of collective human invention, industry, skill and knowledge

  John Dewey

  School, Mean, Race

• 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.

  John Dewey

  School, Literature, Slave

  John Dewey (1972). “The Early Works, 1882-1898: 1895-1898. Early essays”, p.264, SIU Press

• The school must be "a genuine form of active community life, instead of a place set apart in which to learn lessons".

  John Dewey

  School, Community, Lessons

• Since there is no single set of abilities running throughout human nature, there is no single curriculum which all should undergo. Rather, the schools should teach everything that anyone is interested in learning.

  John Dewey

  Running, Learning, School

• [T]he schools, through reliance upon the spur of competition and the bestowing of special honors and prizes, only build up and strengthen the disposition that makes an individual when he leaves school employ his special talents and superior skill to outwit his fellow without respect for the welfare of others

  John Dewey

  School, Skills, Competition

• 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

• Schools should take part in the great work of construction and organization that will have to be done.

  John Dewey

  Education, School, Organization

  John Dewey (1987). “The Later Works, 1925-1953”, p.411, SIU Press

• 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”

• 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".

• Every teacher should realize he is a social servant set apart for the maintenance of the proper social order and the securing of the right social growth. In this way, the teacher always is the prophet of the true God and the usherer-in of the true Kingdom of God.

  John Dewey

  Teacher, School, Order

  John Dewey, Jo Ann Boydston (2008). “The Early Works, 1882-1898: 1895-1898. Early essays”, p.95, SIU Press

• 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

• The reactionaries are in possession of force, in not only the army and police, but in the press and the schools

  John Dewey

  School, Army, Media

  John Dewey (1987). “The Later Works, 1925-1953”, p.294, SIU Press

• The premium so often put in schools upon external "discipline," and upon marks and rewards, upon promotion and keeping back, are the obverse of the lack of attention given to life situations in which the meaning of facts, ideas, principles, and problems is vitally brought home.

  John Dewey

  Home, School, Ideas

  John Dewey, Jo Ann Boydston, Sidney Hook (2008). “The Middle Works of John Dewey, 1899-1924, Volume 9: 1916, Democracy and Education”, p.244, SIU Press

• It is obvious to any observer that in every western country the increase of importance of public schools has been at least coincident with the relaxation of older family ties.

  John Dewey

  Country, School, Ties

  John Dewey, Jo Ann Boydston, David Sidorsky (2008). “The Later Works, 1925-1953: 1927-1928”, p.230, SIU Press

• Various epochs of the past have had their own characteristic struggles and interests. Each of these great epochs has left behind itself a kind of cultural deposit, like a geologic stratum. These deposits have found their way into educational institutions in the form of studies, distinct courses of study, distinct types of schools.

  John Dewey

  Educational, Struggle, School

  John Dewey (2015). “Democracy and Education: Top American Authors”, p.187, 谷月社

• Schools have ignored the value of experience and chosen to teach by pouring in.

  John Dewey

  School, Pouring, Ignored

• The school has the function of coordinating within the disposition of each individual the diverse influences of the various social environments into which he enters.

  John Dewey

  School, Environment, Influence

  John Dewey (1997). “Democracy And Education”, p.22, Simon and Schuster

• 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

• 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.

  John Dewey

  School, Order, Path

• One code prevails in the family; another, on the street; a third, in the workshop or store; a fourth, in the religious association. As a person passes from one of the environments to another, he is subjected to antagonistic pulls, and is in danger of being split into a being having different standards of judgment and emotion for different occasions. This danger imposes upon the school a steadying and integrating office.

  John Dewey

  Religious, School, Office

  John Dewey, (2013). “Democracy and Education - An Introduction to the Philosophy of Education”, p.30, Read Books Ltd

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