John Dewey Quotes

Human nature is evil, and goodness is caused by intentional activity. A person is born with a liking for profit. If he gives way to this, it will lead him to quarrels and conflicts, and any [acquired] sense of courtesy and humility will be abandoned. A person is born with feelings of envy and hate. If he gives way to them, they will lead him to violence and crime, and any [acquired] sense of loyalty and good faith will be abandoned. …. Therefore, a person should first be changed by a teacher's instructions, and guided by principles of ritual. Only then can he observe the rules of courtesy and humility, obey the conventions and rules of society, and achieve order.

Parents teach in the toughest school in the world - The School for Making People. You are the board of education, the principal, the classroom teacher, and the janitor.

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

Our government is the potent, the omnipresent teacher. For good or ill it teaches the whole people by its example.

Now, there's a desire for order, authority coming from a feeling that society has gone too far to the side of individualism and liberalism.

When I stopped going to school, I got the strongest dose of perspective. When you're a kid, your friends, your school, your teachers, your family - that's your whole world, your whole existence. And then when I stopped going, I lost all my friends but the few that were really close to me.

In the hands of the Negro teacher rests the destiny of the race.

No social order is ever destroyed before all the productive forces for which it is sufficient have been developed, and new superior relations of production never replace older ones before the material conditions for their existence have matured within the framework of the old society.

Everything we did in the 1960s was designed to fission, to weaken faith in and conformity to the 1950s social order. Our precise surgical target was the Judeo-Christian power monolith, which has imposed a guilty, inhibited, grim, anti-body, anti-life repression on Western civilization.

As a society becomes more enlightened, it realizes that it is responsible not to transmit and conserve the whole of its existing achievements, but only such as make for a better future society. The school is its chief agency for the accomplishment of this end.

The Death of the contemporary forms of social order ought to gladden rather than trouble the soul. Yet what is frightening is that the departing world leaves behind it not an heir, but a pregnant widow. Between the death of the one and the birth of the other, much water will flow by, a long night of chaos and desolation will pass.

We didn't educate women, because the leaders then didn't think they were educable. That changed when a shortage of teachers developed, because men didn't get paid enough to teach school. Then men, who held the positions of power, sent women to teachers' colleges.

Apart from letters, it is the vulgar custom of the moment to deride the thinkers of the Victorian and Edwardian eras; yet there has not been, in all history, another agewhen so much sheer mental energy was directed toward creating a fairer social order.

A world revolution to a higher social order, a world order, or utter downfall lies before us all.

We are all teachers, or should be. Anyone who relays experience to another person is a teacher. Not to transmit your experience is to betray it.

Regarding social order, [Francis] Fukuyama writes, "The systematic study of how order, and thus social capital, can emerge in spontaneous and decentralized fashion is one of the most important intellectual developments of the late twentieth century." He correctly attributes the modern origins of this argument to F. A. Hayek, whose pioneering contributions to cognitive science, the study of cultural evolution, and the dynamics of social change put him in the forefront of the most creative scholars of the 20th century.

The teacher will never be a parent. The parents are the parents. But they have to engage in some sort of active education beyond just teaching mathematics and French and English because the kids spend more time there than they do with their parents at that age. We have to accept that other adults will be part of our children's education and they will have bad teachers. That's going to happen.

The sacred formula of positivism: love as a principle, the order as a foundation, and progress as a goal.

Laws are partly formed for the sake of good men, in order to instruct them how they may live on friendly terms with one another, and partly for the sake of those who refuse to be instructed, whose spirit cannot be subdued, or softened, or hindered from plunging into evil.

If a teacher wants to know something why doesn't she look it up herself instead of making we students do it? We benefit ourselves more by listening to her, after all she's the teacher!

The condemned social order has not been built up on paper and ink, and I don't fancy that a combination of paper and ink will ever put an end to it.

Whatever I had read as a child about the saints had thrilled me. I could see the nobility of giving one's life for the sick, the maimed, the leper. But there was another question in my mind. Why was so much done in remedying the evil instead of avoiding it in the first place? Where were the saints to try to change the social order, not just to minister to the slaves, but to do away with slavery?

The artist is not a reporter, but a Great Teacher. It is not his business to depict the world as it is, but as it ought to be.

As for us, we were never concerned with the Kantian-priestly and vegetarian-Quaker prattle about the "sacredness of human life." We were revolutionaries in opposition, and have remained revolutionaries in power. To make the individual sacred we must destroy the social order which crucifies him. And this problem can only be solved by blood and iron.

Lead the people with administrative injunctions and put them in their place with penal law, and they will avoid punishments but will be without a sense of shame. Lead them with excellence and put them in their place through roles and ritual practices, and in addition to developing a sense of shame, they will order themselves harmoniously