John Dewey Education Quotations

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

Education, therefore, is a process of living and not a preparation for future living.

The aim of education should be to teach us rather how to think, than what to think -- rather to improve our minds, so as to enable us to think for ourselves, than to load the memory with the thoughts of other men.

Education is a social process. Education is growth. Education is, not a preparation for life; education is life itself.

Education is a social process; education is growth; education is not a preparation for life but is life itself.

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

Education is life itself.

Education, in its broadest sense, is the means of this social continuity of life.

It is part of the educator's responsibility to see equally to two things: First, that the problem grows out of the conditions of the experience being had in the present, and that it is within the range of the capacity of students; and, secondly, that it is such that it arouses in the learner an active quest for information and for production of new ideas. The new facts and new ideas thus obtained become the ground for further experiences in which new problems are presented.

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

What the best and wisest parent wants for his own child, that that must community want for all it's children.

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

Mankind likes to think in terms of extreme opposites. It is given to formulating its beliefs in terms of Either/Ors, between which it recognizes no intermediate possibilities.

Since a democratic society repudiates the principle of external authority, it must find a substitute in voluntary disposition and interest; these can be created only by education.

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.

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.‎

The devotion of democracy to education is a familiar fact. . . . [A] government resting upon popular suffrage cannot be successful unless those who elect . . . their governors are educated.

The aim of education is growth: the aim of growth is more growth

Experiences in order to be educative must lead out into an expanding world of subject matter, a subject matter of facts or information and of ideas. This condition is satisfied only as the educator views teaching and learning as a continuous process of reconstruction of experience.

One can think effectively only when one is willing to endure suspense and to undergo the trouble of searching.

The origin of thinking is some perplexity, confusion or doubt.

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.

The devotion of democracy to education is a familiar fact. The superficial explanation is that a government resting upon popular suffrage cannot be successful unless those who elect and who obey their governors are educated. Since a democratic society repudiates the principle of external authority, it must find a substitute in voluntary disposition and interest; these can be created only by education.

There is no god and there is no soul. Hence, there is no need for the props of traditional religion. With dogma and creed excluded, then immutable truth is dead and buried. There is no room for fixed and natural law or permanent moral absolutes.

The result of the educative process is capacity for further education.