杜威
機能主義心理學和現(xiàn)代教育學的創(chuàng)始人之一
Man is not logical and his intellectual history is a record of mental reserves and compromises. He hangs on to what he can in his old beliefs even when he is compelled to surrender their logical basis.
Skepticism: the mark and even the pose of the educated mind.
The deepest urge in human nature is the desire to be important.
A problem well put is half solved.
Without some goals and some efforts to reach them, no man can live. What we call life is a journey, and the journey itself is home.
Time and memory are true artists; they remould reality nearer to the heart’s desire.
The self is not so much a substance as a process, and it is the continual task of education to change the process, to develop its activities, and to guide it into channels of efficiency.
Failure is instructive. The person who really thinks learns quite as much from his failures as from his successes.
The good man is the man who, no matter how morally unworthy he has been, is moving to become better.
Democracy must be born anew every generation, and education is its midwife.
Conflict is the gadfly of thought. It stirs us to observation and memory. It instigates to invention. It shocks us out of sheeplike passivity, and sets us at noting and contriving.
Arriving at one goal is the starting point to another.
The self is not something ready-made, but something in continuous formation through choice of action.
We do not learn from experience... we learn from reflecting on experience.
Every great advance in science has issued from a new audacity of imagination.
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.
Education is not preparation for life;education is life itself.
人類并不是邏輯的，他的智力歷史是心理儲備和妥協(xié)的記錄。即使在被迫放棄邏輯基礎時，他仍然堅守他在舊信仰中能夠堅持的部分。
懷疑是受過教育的頭腦的標志，甚至是姿態(tài)。
人類本性中最深切的欲望是成為重要的存在。