John Dewey Quotes

School reform is not enough. The notion of schooling itself must be challenged.

Formal education must change. It needs to be brought into closer alignment with the world as it actually is, into closer harmony with the way human beings actually learn and thrive.

It means an educational system which does not simply equip the students to adjust to society, but which enables the student to challenge and to modify, and at times reject, if necessary, the received wisdom of his elders.

We urgently need a paradigm shift in our concept of the purposes and practices of education. We need to leave behind the concept of education as a passport to more money and higher status in the future and replace it with a concept of education as an ongoing process that enlists the tremendous energies and creativity of schoolchildren in rebuilding and respiriting our communities and our cities now, in the present.

If you want to know how to solve society's problems, you start out with better public education.

We need to have an education system in New Jersey and all over the country that makes all of our kids, either college or career ready. It should be their choice. I mean, every kid doesn't want to go to college. But I think we should aspire to let every child reach his maximum or her maximum potential.

If Everybody In The World Dropped Out Of School We Would Have A Much More Intelligent Society.

Those who have read history with discrimination know the fallacy of those panegyrics and invectives which represent individuals as effecting great moral and intellectual revolutions, subverting established systems, and imprinting a new character on their age. The difference between one man and another is by no means so great as the superstitious crowd suppose.

Man does not limit himself to seeing; he thinks and insists on learning the meaning of phenomena whose existence has been revealed to him by observation. So he reasons, compares facts, puts questions to them, and by the answers which he extracts, tests one by another. This sort of control, by means of reasoning and facts, is what constitutes experiment, properly speaking; and it is the only process that we have for teaching ourselves about the nature of things outside us.

Literature should be more revolutionary than revolutions themselves; writers must find the means to continue to be critical of the negative elements in the sociopolitical reality.

When Scythrop grew up, he was sent, as usual, to a public school, where a little learning was painfully beaten into him, and from thence to the university, where it was carefully taken out of him.

To be getting an education means this: to be learning what is your own, and what is not your own.

Arne Duncan is done more to bring our educational system, sometimes kicking and screaming, into the 21st century than anyone else.

We must change the system of education and instruction. Unfortunately, history has shown us that brotherhood must be learned, when it should be natural.

America's high schools are obsolete. By obsolete, I don't just mean that they're broken, flawed, or underfunded, though a case could be made for every one of those points. By obsolete, I mean our high schools-even when they're working as designed-cannot teach all our students what they need to know today.

Learning how to think really means learning how to exercise some control over how and what you think. It means being conscious and aware enough to choose what you pay attention to and to choose how you construct meaning from experience. Because if you cannot or will not exercise this kind of choice in adult life, you will be totally hosed.

Of course there is matter for remark in poems. Nobody denies that. But it must be solemnly laid on everybody in this world to make his own observations and remarks. That's what we mean by thinking, and that's about all we mean. A teacher says to a pupil "Watch me notice a few things in the next few months: let's see you notice a few things too."

I hope that schools have changed since I was a little girl. My memory of the teaching of the public schools is that it showed the brutal incomprehension of children.

I will say little of the importance of a good education; nor will I stop to prove that the current one is bad. Countless others have done so before me, and I do not like to fill a book with things everybody knows. I will note that for the longest time there has been nothing but a cry against the established practice without anyone taking it upon himself to propose a better one. The literature and the learning of our age tend much more to destruction than to edification.

We are shut up in schools and college recitation rooms for ten or fifteen years, and come out at last with a bellyful of words and do not know a thing.

To educate the masses politically does not mean, cannot mean, making a political speech. What it means is to try, relentlessly and passionately, to teach the masses that everything depends on them; that if we stagnate it is their responsibility, and that if we go forward it is due to them too, that there is no such thing as a demiurge, that there is no famous man who will take the responsibility for everything, but that the demiurge is the people themselves and the magic hands are finally only the hands of the people.

Until teachers get their due it is difficult to bring about a change.

we have not yet developed a system of education that is not a system of indoctrination.

But, you will say, we destroy the most hallowed of relations, when we replace home education by social.... The Communists have not invented the intervention of society in education; they do but seek to alter the character of that intervention, and to rescue education from the influence of the ruling class.

Rage is by no means an automatic reaction to misery and suffering as such; no one reacts with rage to an incurable disease or to an earthquake or, for that matter, to social conditions that seem to be unchangeable. Only where there is reason to suspect that conditions could be changed and are not does rage arise.