“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”

“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”

“A basic flaw in contemporary American educational philosophy as much as it is under the influence of the late John Dewey, is it s failure to grasp the essentially artistic character of teaching. Due to an inflated opinion of "science" and all things supposedly "scientific," educators have been loathe to admit that teaching is an art, not a science. The art of teaching is a mingling of the liberal and the dramatic arts. Above and beyond the subject matter, the teacher actually needs but two assets: (a) a grasp of the liberal arts of grammar, rhetoric,and logic; (b) a mastery of the dramatic art of presentation." — pg 126 footnote 1.”

“Public education does not serve a public. It creates a public. And in creating the right kind of public, the schools contribute toward strengthening the spiritual basis of the American Creed. That is how Jefferson understood it, how Horace Mann understood it, how John Dewey understood it, and in fact, there is no other way to understand it. The question is not, Does or doesn't public schooling create a public? The question is, What kind of public does it create? A conglomerate of self-indulgent consumers? Angry, soulless, directionless masses? Indifferent, confused citizens? Or a public imbued with confidence, a sense of purpose, a respect for learning, and tolerance? The answer to this question has nothing whatever to do with computers, with testing, with teacher accountability, with class size, and with the other details of managing schools. The right answer depends on two things, and two things alone: the existence of shared narratives and the capacity of such narratives to provide an inspired reason for schooling.”

“Dynamic equivalence is a central concept in the translation theory, developed by Eugene A. Nida, which has been widely adopted by the United Bible Societies...Purporting to be an academically linguistic concept, it is in fact a sociocultural concept of communication. Its definition is essentially behavourist: determined by external forces, such as society--with strong pragmatist overtones--focusing on the reader rather than the writer. [M]ost twentieth-century American philosophical endeavours are predominantly pragmatist, dwelling in the shadows cast by William James and John Dewey.”

“Education, therefore, is a process of living and not a preparation for future living.”

“Education is not preparation for life education is life itself. ”

“No man's credit is as good as his money.”

“Arriving at one goal is the starting point to another.”

“To me faith means not worrying.”

“The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative.”

“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.”