John Dewey Quotes About Growth
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As formal teaching and training grow in extent, there is the danger of creating an undesirable split between the experience gained in more direct associations and what is acquired in school. This danger was never greater than at the present time, on account of the rapid growth in the last few centuries of knowledge and technical modes of skill.
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Education must be understood as growth, or the facilitation of growth.
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Some experiences are mis-educative. Any experience is mis-educative that has the effect of arresting or distorting the growth of further experience.
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Since growth is the characteristic of life, education is all one with growing; it has no end beyond itself. The criterion of the value of school education is the extent in which it creates a desire for continuous growth and supplies means for making the desire effective in fact.
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The need for growth, for development, for change, is fundamental to life.
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The aim of education is growth: the aim of growth is more growth
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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.
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Even in a savage tribe, the achievements of adults are far beyond what the immature members would be capable of if left to themselves. With the growth of civilization, the gap between the original capacities of the immature and the standards and customs of the elders increases.
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Education as growth or maturity should be an ever-present process.
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The aim of education is to enable individuals to continue their education ... (and) the object and reward of learning is continued capacity for growth. Now this idea cannot be applied to all the members of a society except where intercourse of man with man is mutual, and except where there is adequate provision for the reconstruction of social habits and institutions by means of wide stimulation arising from equitably distributed interests. And this means a democratic society.
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Since in reality there is nothing to which growth is relative save more growth, there is nothing to which education is subordinate save more education.
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Every teacher should realize he is a social servant set apart for the maintenance of the proper social order and the securing of the right social growth. In this way, the teacher always is the prophet of the true God and the usherer-in of the true Kingdom of God.
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The need for growth - what we might call immaturity - is not a negative state of being.
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