To insist that mind is originally passive and empty was one way of glorifying te possibilities of education. If the mind was a wax tablet to be written upon by objects, there were no limits to the possibility of education by means of the natural environment. And since the natural world of objects is a scene of harmonious "truth," this the education would infallibly produce minds filled with the truth.
John Dewey
But the voice of nature now speaks for the diversity of individual talent and for the need of free development of individuality in all its variety. Education in accord with nature furnishes the goal and the method of instruction and discipline...Social arrangements were though of as mere external expedients by which these nonsocial individuals might secure a greater amount of private happiness for themselves...And since the natural world of objects is a scene of harmonious "truth," this education would infallibly produce minds filled with the truth.
John Dewey
Even before 1918 we had traveled far from the doctrine of 1870, that "elementary" education was the education of a special class which would obtain no other — what the Committee of Council called in 1839 education "suited to the condition of workmen and servants" — and secondary education that of their masters.
R. H. Tawney
The social scientist is in a difficult, if not impossible position. On the one hand there is the temptation to see all of society as one's autobiography writ large, surely not the path to general truth. On the other, there is the attempt to be general and objective by pretending that one knows nothing about the experience of being human, forcing the investigator to pretend that people usually know and tell the truth about important issues, when we all know from our lives how impossible that is. How, then, can there be a "social science"? The answer, surely, is to be less ambitious and stop trying to make sociology into a natural science although it is, indeed, the study of natural objects. There are some things in the world that we will never know and many that we will never know exactly. Each domain of phenomena has its characteristic grain of knowability. Biology is not physics, because organisms are such complex physical objects, and sociology is not biology because human societies are made by self-conscious organisms. By pretending to a kind of knowledge that it cannot achieve, social science can only engender the scorn of natural scientists and the cynicism of the humanists.
Richard Lewontin
I cannot recall a time when American education was not in a "crisis." We have lived through Sputnik (when we were "falling behind the Russians"), through the era of "Johnny can't read," and through the upheavals of the Sixties. Now a good many books are telling us that the university is going to hell in several different directions at once. I believe that, at least in part, the crisis rhetoric has a structural explanation: since we do not have a national consensus on what success in higher education would consist of, no matter what happens, some sizable part of the population is going to regard the situation as a disaster. As with taxation and relations between the sexes, higher education is essentially and continuously contested territory. Given the history of that crisis rhetoric, one's natural response to the current cries of desperation might reasonably be one of boredom.
John Searle
Dewey, John
DeWolfe, Ronald (born L. Ron Hubbard
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z