Education, In Its Broadest Sense, Is The

The Difference Between Play And What Is Regarded As Serious Employment Should Be Not A Difference Between The Presence And Absence Of Imagination, But A Difference In The Materials With Which Imagination Is Occupied.

The Very Problem Of Mind And Body Suggests Division; I Do Not Know Of Anything So Disastrously Affected By The Habit Of Division As This Particular Theme. In Its Discussion Are Reflected The Splitting Off From Each Other Of Religion, Morals And Science; The Divorce Of Philosophy From Science And Of Both From The Arts Of Conduct. The Evils Which We Suffer In Education, In Religion, In The Materialism Of Business And The Aloofness Of "intellectuals" From Life, In The Whole Separation Of Knowledge And Practice -- All Testify To The Necessity Of Seeing Mind-body As An Integral Whole.

Intelligence Is In Constant Process Of Forming, And Its Retention Requires Constant Alertness In Observing Consequences, An Open-minded Will To Learn, And Courage In Readjustment.

Cease Conceiving Of Education As Mere Preparation For Later Life, And Make It The Full Meaning Of The Present Life.

There Is, I Think, No Point In The Philosophy Of Progressive Education Which Is Sounder Than Its Emphasis Upon The Importance Of The Participation Of The Learner In The Formation Of The Purposes Which Direct His [sic] Activities In The Learning Process, Just As There Is No Defect In Traditional Education Greater Than Its Failure To Secure The Active Cooperation Of The Pupil In Construction Of The Purposes Involved In His Studying.