Education is not preparation for life; education is life itself.
The two limits of every unit of thinking are a perplexed, troubled, or confused situation at the beginning, and a cleared up, unified, resolved situation at the close.
Insecurity cuts deeper and extends more widely than bare unemployment. Fear of loss of work, dread of the oncoming of old age, create anxiety and eat into self-respect in a way that impairs personal dignity.
To find out what one is fitted to do, and to secure an opportunity to do it, is the key to happiness.
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.
Education is not an affair of ‘telling’ and being told, but an active and constructive process.
How can the child learn to be a free and responsible citizen when the teacher is bound?
All learning begins when our comfortable ideas turn out to be inadequate.
Schools have ignored the value of experience and chosen to teach by pouring in.
Were all instructors to realize that the quality of mental process, not the production of correct answers, is the measure of educative growth something hardly less than a revolution in teaching would be worked.
There’s all the difference in the world between having something to say, and having to say something.
The result of the educative process is capacity for further education.
Human nature exists and operates in an environment. And it is not ‘in’ that environment as coins are in a box, but as a plant is in the sunlight and soil.