Dewey (1916). Education and Democracy, Ch 23.

Dewey, J. (1916). Democracy and Education: an introduction to the philosophy of education. Project Gutenberg. Retrieved April 28, 2008, from

“No one is just an artist and nothing else, and in so far as one approximates that condition, he is so much the less developed human being …”

“… the only sufficient preparation for later responsibilities comes by making the most of immediately present life …”

“the ultimate employer, the community”

“… utilizing the factors of industry to make school life more active, more full of immediate meaning, more connected with out-of-school experience …”

“… there is danger that vocational education will be interpreted in theory and practice as trade education …”

“Education would then become an instrument of perpetuating unchanged the existing industrial order of society, instead of operating as a means of its transformation.”

“The desired transformation is not difficult to define in a formal way. It signifies a society in which every person shall be occupied in something which makes the lives of others better worth living, and which accordingly makes the ties which bind persons together more perceptible — which breaks down the barriers of distance between them. It denotes a state of affairs in which the interest of each in his work is uncoerced and intelligent …” (quoted in Hyslop-Margison 2001)

“… that we may produce in schools a projection in type of the society we should like to realize, and by forming minds in accord with it gradually modify the larger and more recalcitrant features of adult society …”

“Taking its stand upon a dogma of social predestination, it would assume that some are to continue to be wage earners under economic conditions like the present …” (quoted in Hyslop-Margison 2001)

“Any scheme for vocational education which takes its point of departure from the industrial regime that now exists, is likely to assume and to perpetuate its divisions and weaknesses, and thus to become an instrument in accomplishing the feudal dogma of social predestination.” (quoted in Hyslop-Margison 2001)

“… is to treat the schools as an agency for transferring the older division of labor and leisure, culture and service, mind and body, directed and directive class, into a society nominally democratic …”

“… dangerous to the interests of the controlling class, arousing discontent or ambitions “beyond the station” of those working under the direction of others …”

“Above all, it would train power of readaptation to changing conditions so that future workers would not become blindly subject to a fate imposed upon them.”

“… a perpetuation of the older social division, with its counterpart intellectual and moral dualisms …”

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