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The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative.

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As we have seen there is some kind of continuity in any case since every experience affects for better or worse the attitudes which help decide the qu...more

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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.

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For in spite of itself any movement that thinks and acts in terms of an ‘ism becomes so involved in reaction against other ‘isms that it is unwittingl...more

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The goal of education is to enable individuals to continue their education.

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While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own fu...more

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Collateral learning in the way of formation of enduring attitudes, of likes and dislikes, may be and often is much more important than the spelling le...more

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A genuine purpose always starts with an impulse. Obstruction of the immediate execution of an impulse converts it into a desire. Nevertheless neither ...more

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Traditional education tended to ignore the importance of personal impulse and desire as moving springs. But this is no reason why progressive educatio...more

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A single course of studies for all progressive schools is out of the question it would mean abandoning the fundamental principle of connection with li...more

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There is no such thing as educational value in the abstract. The notion that some subjects and methods and that acquaintance with certain facts and tr...more

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The most important attitude that can be formed is that of desire to go on learning.

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Strait-jacket and chain-gang procedures had to be done away with if there was to a chance for growth of individuals in the intellectual springs of fre...more