We only think when we are confronted with a problem.
Arriving at one goal is the starting point to another.
Confidence ... is directness and courage in meeting the facts of life.
To find out what one is fitted to do, and to secure an opportunity to do it, is the key to happiness.
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.
The goal of education is to enable individuals to continue their education.
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 truths possess educational value in and of themselves is the reason why traditional education reduced the material of education so largely to a diet of predigested materials.
Faith in the possibilities of continued and rigorous inquiry does not limit access to truth to any channel or scheme of things. It does not first say that truth is universal and then add there is but one road to it.
Failure is instructive. The person who really thinks learns quite as much from his failures as from his successes.
A problem well put is half solved.
Every great advance in science has issued from a new audacity of imagination.
Scientific principles and laws do not lie on the surface of nature. They are hidden, and must be wrested from nature by an active and elaborate technique of inquiry.
Mathematics is often cited as an example of purely normative thinking dependent upon a priori canons and supra-empirical material. But it is hard to see how the student who approaches the matter historically can avoid the conclusion that the status of mathematics is as empirical as metallurgy.
Experience presents itself as the method, and the only method, for getting at nature, penetrating its secrets, and wherein nature empirically discloses (by the use of empirical method in natural science) deepens, enriches and directs the further development of experience.
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.
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 unwittingly controlled by them. For it then forms its principles by reaction against them instead of by a comprehensive, constructive survey of actual needs, problems, and possibilities.
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 quality of further experiences, by setting up certain preference and aversion, and making it easier or harder to act for this or that end.
A single course of studies for all progressive schools is out of the question; it would mean abandoning the fundamental principle of connection with life-experiences.
A genuine purpose always starts with an impulse. Obstruction of the immediate execution of an impulse converts it into a desire. Nevertheless neither impulse nor desire is itself a purpose. A purpose is an end-view. That is, it involves foresight of the consequences which will result from acting upon impulse.
Traditional education tended to ignore the importance of personal impulse and desire as moving springs. But this is no reason why progressive education should identify impulse and desire with purpose and thereby pass lightly over the need for careful observation, for wide range of information, and for judgment is students are to share in the formation of the purposes which activate them