I believe that in this way the teacher always is the prophet of the true God and the usherer in of the true kingdom of God.
Inference is always an invasion of the unknown, a leap from the known.
A good aim surveys the present state of experience of pupils, and forming a tentative plan of treatment, keeps the plan constantly in view and yet modifies it as conditions develop. The aim, in short, is experimental, and hence constantly growing as it is tested in action.
Vocational training is the training of animals or slaves. It fits them to become cogs in the industrial machine. Free men need liberal education to prepare them to make a good use of their freedom.
The interaction of knowledge and skills with experience is key to learning.
Mind is a verb not a noun.
Intelligence is in constant process of forming, and its retention requires constant alertness in observing consequences, an open-minded will to learn, and courage in readjustment.
Within even the most social group there are many relations that are not as yet social.
The problem is to extract the desirable traits of forms of community life which actually exist, and employ them to criticize undesirable features and suggest improvement.
Many of the obstacles for change which have been attributed to human nature are in fact due to the inertia of institutions and to the voluntary desire of powerful classes to maintain the existing status.
It is commonplace that a problem stated is well on its way to solution, for statement of the nature of a problem signifies that the underlying quality is being transformed into determinate distinctions of terms and relations or has become an object of articulate thought.
I should venture to assert that the most pervasive fallacy of philosophic thinking goes back to neglect of context.
The only thing that is unqualifiedly given is the total pervasive quality; and the objection to calling it “given” is that the word suggests something to which it is given, mind or thought or consciousness or whatever, as well possibly as something that gives.
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.
When “reality” is sought for at large, it is without intellectual import; at most the term carries the connotation of an agreeableemotional state.
I know that there are many persons to whom it seems derogatory to link a body of philosophic ideas to the social life and cultureof their epoch. They seem to accept a dogma of immaculate conception of philosophical systems.
The intimation never wholly deserts us that there is, in the unformed activities of childhood and youth, the possibilities of a better life for the community as well as for individuals here and there. This dim sense is the ground of our abiding idealization of childhood.
The struggle for democracy has to be maintained on as many fronts as culture has aspects: political, economic, international, educational, scientific and artistic, religious.
We cannot set up, out of our heads, something we regard as an ideal society.
Experience alone cannot deliver to us necessary truths; truths completely demonstrated by reason. Its conclusions are particular, not universal.