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uaintance with a changing world."
....................Linda K

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I enjoyed reading your post! I was pretty surprised to see how the tests were designed and how all tests are usually aimed to measure sometime specific. I used to be against test taking at a young age but I really do think they are beneficial now.  I also thought it was interesting on how the scores are reported. The class report stuck out to me as well because it can be so helpful to a teacher to see how all the children in her class compared to other classes but also to help plan and change how instruction is in class. 

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me then list the page # of each quote and write the first sentence. If you want to cut and paste the quote you can access the entire book online here: http://ruby.fgcu.edu/courses/ndemers/colloquium/experienceducationdewey.pdf I will get us started with one of my very favorite quotes about schooling. You can just post the first sentence, but I will post the entire paragraph: Chapter 3 p. 49: "Perhaps the greatest of all pedagogical fallacies is the notion that it person learns only the part

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Enforced quiet and acquiescence prevent pupils from disclosing their real natures. They enforce artificial uniformity. They put seeming before being. They place a premium

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Failure is instructive. The person who really thinks learns quite as much from his failures as from his successes

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for the teacher to be intelligently aware of the capacities, needs, and past experience of those under instruction, and secondly, to allow the suggestion made to develop into a plan and project by means of the further suggestions contributed and organized into a whole by the members of the group. The plan, in other words, is a co-operative enterprise, not a dictation.

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"Growth, or growing as developing, not only physically but intellectually and morally, is one exemplification of the principle of continuity.  The object made is that growth might take many different directions."

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p. 17 "Mankind likes to think in terms of extreme opposites.  It is given to formulating its beliefs in terms of Either-Ors, between which it recognizes no intermediate possibilities."

p. 36 "Growth, or growing as developing, not only physically but intellectually and morally, is one exemplification of the principle of continuity.  The object made is that growth might take many different directions."

p. 56 "A genuine community life has its ground in this natural sociability.  But community life does not organize itself in an enduring way purely spontaneously.  It requires thought and planning ahead.  The educator is responsible for a knowledge of individuals and for a knowledge of subject-matter that will enable activities to be selected, which lend themselves to social organization, an organization in which all individuals have an opportunity to contribute something, and in which activities in which all participate are the chief carrier of control."

p. 61 "The only freedom that is of enduring importance is freedom of intelligence, that is to say, freedom of observation and of judgement exercised in behalf of purposes that are intrinsically worth while."

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Chapter 1: page 18- "Call up in imagination the ordinary school room, it's time-schedules, schemes of classification, of examination and promotion, of rules of order, and I think you will grasp what is meant by "pattern of organization.  If then you contrast the scene with what goes on in the family, for example, you will appreciate what is meant by the school being a kind of institution sharply marked off from any other form of social organization."

Chapter 2: page 27- begins with "If i ask these questions, it is not for the sake of wholesale condemnation of the old education..." ends with, "with further experience."

Chapter 3: page 49-
"What avail is it to win prescribed amounts of information about geography and history, to win ability to read and write, if in the process the things worth while, of the values to which these things are relative; if he loses desire to apply what he has learned and, above all, loses the ability to extract meaning from his future experiences as they occur?"

Chapter 4: 52-53 (The whole analogy of games are what they are because of the rules/order to them.

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"The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative" (p. 25, Ch. 2).

"Education is going on in a one-sided way, for attitudes and habits are in process of formation that stand in the way of the future learning that springs from easy and ready contact and communication with others" (p. 60, Ch. 4).

"The limitation that was put upon outward action by the fixed arrangements of the typical traditional schoolroom, with its fixed rows of desks and its military regimen of pupils who were permitted to move only at certain fixed signals, put a great restriction upon intellectual and moral freedom" (p. 61, Ch. 5).

"But observation alone is not enough. We have to understand the significance of what we see, hear, and touch" (p. 68, Ch. 6).

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Chapter 1 p. 18 " Books, especially textbooks, are the chief representatives of the lore and wisdom of the past, while teachers are the organs through which pupils rue brought into effective connection with the material. Teachers are the agents through which knowledge and skills are communicated and rules of conduct: enforced"
Chapter 3 p. 40 " A primary responsibility of educators is that they not only be aware of the general principle of the shaping of actual experience by environing conditions, but that they also recognize in the concrete what surroundings are conducive to having experiences that lead to growth. Above all, they should know how to utilize the surroundings, physical and social, that exist so as to extract from them all that they have to contribute to building up experiences that are worth while."
Chapter 5 p. 64 " The ideal aim of education is creation of power of self-control. But the mere removal of external control is no guarantee for the production of self-control. .."
Chapter 7 p. 73  " In this respect the newer education contrasts sharply with procedures which start with facts and truths that are outside the range of the experience of those thought, and which, therefore, have the problem of discovering ways and means of bringing them within experience. "

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Ch 4. Pg. 56
"I am not romantic enough about the young to suppose that every pupil will respond or that any child of normally strong imposes will respond to every occasion..."

Ch 3. Pg. 49:
"What avail is it to win prescribed amounts of information about geography and history, to win ability to read and write, if in the process the things worth while, of the values to which these things are relative; if he loses desire to apply what he has learned and, above all, loses the ability to extract meaning from his future experiences as they occur?"

Ch 5. pg 61-62
"But the fact still remains... In the first place, without its existence [speaking of outward freedom] it is practically impossible for a teacher to gain knowledge of the individuals with whom he is concerned. Enforced quiet and acquiescence prevent pupils from disclosing their real natures. They enforce artificial uniformity. They put seeming before being. They place a premium upon preserving the outward appearance of attention, decorum, and obedience."

Ch 6. pg. 71
"The teacher's business is to see that the occasion is taken advantage of..."

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-Pg. 18: "Books, especially textbooks, are the chief representatives of the lore and wisdom of the past, while teachers are the organs through which pupils rue brought into effective connection with the material."

-Pg. 25: "The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative."

-Pg. 47: "The principle of continuity in its educational application means, nevertheless, that the future has to be taken into account at every stage of the educational process."

-Pg. 76: "Because the studies of the traditional school consisted of subject-matter that was selected and arranged on the basis of the judgment of adults as to what would be useful for the young sometime in the future, the material to be learned was settled upon outside the present life-experience of the learner."

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Pg. 35 & 36
"It is a sound educational principle that students should be introduced to scientific

subject-matter and be initiated into its facts and laws through acquaintance with everyday

social applications. Adherence to this method is Mt only the most direct avenue to understanding of science itself but as the pupils grow more mature it is also the surest road to the understanding of the economic and industrial problems of present society. For

they are the products to a very large extent of the application of

science in production and

distribution of commodities and services, while the latter processes are the most important factor in determining the present relations of human beings

and social groups

to one another.

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Pg. 35 & 36
"It is a sound educational principle that students should be introduced to scientific

subject-matter and be initiated into its facts and laws through acquaintance with everyday

social applications. Adherence to this method is Mt only the most direct avenue to

understanding of science itself but as the pupils grow more mature

it is also the surest road to the understanding of the economic and industrial problems of present

society. For they are the products to a very large extent of the application of science in production and distribution of commodities and services, while the latter processes are the most

important factor in determining the present relations of human beings and social groups

to one another.

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Chapter 3 pg. 34
Can we find any reason that does not ultimately come down to the belief that democratic social arrangements promote a better quality of human experience, one which is more widely accessible and enjoyed, than do non-democratic and anti-democratic forms of social life?

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Chapter 4 pg. 55
Moreover, it is not necessary that the difference should be formulated in words, by either teacher or the young, in order to be felt in experience..........Children learn the difference when playing with another, they are willing, often too willing if anything, to take suggestions from one child and let him be a leader if he's conduct adds to the experienced value of what they are doing, while they resent the attempt at dictation. Then they often withdraw and when asked why, say that it is because so-and-so "is too bossy."

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Chapter 5 pg. 63
The amount of external freedom which is needed varies from individual to individual. It naturally tends to decrease with increasing maturity, though its complete absents prevents even a mature individual from having the contacts which will provide him with new materials upon which his intelligence may exercise itself.

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Chapter 7 pg. 79
Nonetheless, growth depends upon the presence of difficulty to be overcome by the exercise of intelligence. Once more, it is part of the educator's responsibility to see equally to two things: First, that the problem grows out of the condition of the experience being had in the present, and that is within the range of the capacity of students; and secondly, that it is such that it arouses in the learner and active quest for information and for production of new ideas.

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Chapter 1 page 19

“It is to a large extent the cultural product of societies that assumed the future would be like the past, and yet it is used as educational food in society where change is the rule, not the exception.”

Chapter 2 page 25

“We shall operate blindly and in confusion until we recognize this fact; until we thoroughly appreciate that departure from the old solves no problems.”

Chapter 3 page 34

“Can we find any reason that does not ultimately come down to the belief that democratic social arrangements promote a better quality of human experience, one which is more widely accessible and enjoyed, than do non-democratic and anti-democratic forms of social life?”

Chapter 6 page 70

“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 if students are to share in the formation of the purposes which activate them.”

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Pg. 19-"to learning from texts and teachers, learning through experience; to acquisition of isolated skills and techniques by drill, is opposed acquisition of them as means of attaining ends which make direct vital appeal..."
pg. 38-"On the other hand, if an experience arouses curiosity, strengthens initiative, and sets up desires and purposes that are sufficiently intense to carry a person over dead places in the future, continuity works in a very difficult way. "
pg. 67-"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 activities in the learning process..."
pg. 87-"..the requirement that experiences in order to be educative must lead out into an expanding world of subject-matter, a subject-matter of facts or information and of ideas. This condition is satisfied only as the educator views teaching and learning as a continuous process of reconstruction of experience."

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Chapter 2 p. 25
"The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative."

The last half of this paragraph could be used as checklist for curriculum to assess the quality of experiences in the classroom.

Chapter 3 p.39/40

"In a word, we live from birth to death in a world of persons and things which in large measure is what it is because of what has been done and transmitted from previous human activities."

The last sentence in this paragraph would help create the argument for individual districts/schools/teachers to have the freedom to adapt curriculum to their own physical and social space to create the most genuine and productive educational experience.

Chapter 6 Page 68/69/70

"The formation of purposes is, then, a rather complex intellectual operation."

This rather lengthy paragraph would explain to any pre-service teacher how to plan for a curriculum rather than simply a lesson. It encompasses the scope, sequence, progression, and purpose for a lesson rather than just the individual lesson.

Chapter 8 Page 90/91

"I have used frequently in what precedes the words "progressive" and "new" education."

This final paragraph, in particular the last couple of sentences, really separates those who truly understand education and those who do not. When education is reduced to a name or a slogan, the vastness of education is ultimately left undiscovered or oversimplified.

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...for the teacher to be intelligently aware of the capacities, needs, and past experience of those under instruction, and secondly, to allow the suggestion made to develop into a plan and project by means of the further suggestions contributed and organized into a whole by the members of the group. The plan, in other words, is a co-operative enterprise, not a dictation.

Chapter 7 Page 75
It thus becomes the office of the educator to select those things within the range of existing experience that have the promise and potentiality of presenting new problems which by stimulating new
ways of observation and judgment will expand the area of further experience He must constantly regard what is already won not as a fixed possession but as an agency and instrumentality for opening new fields which make new demands upon existing powers
of observation and of intelligent use of memory. Connectedness in growth must be his constant watchword.

Chapter 7 Page 82
The utilization of subject-matter found in the present life-experience of the learner towards science is perhaps the best illustration that can be found of the basic principle of using existing experience as the means of carrying learners on to a wider, more refined, and better organized environing world, physical and human, than is found in the experiences from which educative growth sets out.

Chapter 8 Page 90
There is no discipline in the world so severe as the discipline of experience subjected to the tests of intelligent development and direction.  Hence the only ground I can see for even a temporary reaction against the standards,
aims, and methods of the newer education is the failure of  educators who professedly
adopt them to be faithful to them in practice.
..........................Linda Kostencki

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Chapter 2 p.26
"An experience may be immediately enjoyable and yet promote the formation of a slack and careless attitude;..."

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Chapter 7 p.79
"Once more, it is part of the educator's responsibility to see equally to two things:First, that the problem grows out of the condition of the experience being had in the present, and that it is within the range of the capacity of students;..."

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Chapter  4 p.56
"The educator is responsible for a knowledge of individuals and for a knowledge of subject-matter that will enable activities to be selected which lend themselves to social organization, an organization in which all individuals have an opportunity to contribute something, and in which the activities in which all participate are the chief carrier of control."

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Chapter 2 p.25
"The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative..."

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Quote #1- Chapter 2 page 25: “ The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative.”

Quote #2- Chapter 3 page 49: “ The ideal of using the present simply to get ready for the future contradicts itself.”

Quote #3- Chapter 6 page 69: “ Overemphasis upon activity as an end, instead of upon intelligent activity, leads to impulses and desires.”

Quote #4- Chapter 7 page 77: “ Just as the individual has to draw in memory upon his own past to understand the conditions in which he individually finds himself, so the issues and problems of present social life are in such intimate and direct connection with the past that students cannot be prepared to understand either these problems or the best way of dealing with them without delving into their roots in the past.”

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A statement that individuals live in a world means, in the concrete, that they live in a series of situations......interaction is going on between an individual and objects and other persons. The conceptions of situation and of interaction are inseparable from each other. An experience is always what it is because of a transaction taking place between an individual and what, at the time, constitutes this environment, whether the latter consists of persons with whom he is talking about some topic or event, the subject talked about being also part of the situation.

Chapter 4 Page 56
The educator is responsible for a knowledge of individuals and for a knowledge of subject-matter that will enable activities to be selected which lend themselves to social organization, an organization in which all individuals have an opportunity to contribute something, and in which the activities in which all participate are the chief carrier of control.

Chapter 5 Page 63
Freedom of movement is also important as a means of maintaining normal physical and mental health. We have still to learn from the example of the Greeks who saw clearly the relations between a sound body and a sound mind.
................................Linda Kostencki

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In a word, we live from birth to death in a world of persons and things which in large measure is what it is because of what has been done and transmitted from previous human activities. When this fact is ignored, experience is treated as if it were something
which goes on exclusively inside an individual's body and mind.
.
Chapter 3 Page 40
A primary responsibility of educators is that they not only be aware of the general principle
of the shaping of actual experience by environing conditions, but that they also recognize in the concrete what surroundings are conducive to having experiences that lead to
growth. Above all, they should know how to utilize the surroundings, physical and social,
that exist so as to extract from them all that they have to contribute to building up experiences that are worthwhile.
.............................Linda Kostencki

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The more definitely and sincerely it is held that education is a development within, by, and for experience, the more important it is that there shall be clear conceptions of what experience is.

Chapter 2 p 29
The lesson for progressive education is that it requires in an urgent degree, a degree more pressing than was incumbent upon former innovators, a philosophy of education based upon a philosophy of experience.

Chapter 2 p30
...the idea that
a coherent theory of experience, affording positive direction to selection and organization of appropriate educational methods and materials, is required by the attempt to give new direction to the work of the schools. The process is a slow and arduous one. It is a matter of growth and there are many obstacles, which tend to obstruct growth and to deflect it
into wrong lines.
...........................Linda Kostencki

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"If one attempts to formulate the philosophy of education implicit in the
practices of the new education, we may, I think, discover certain common principles amid
the variety of progressive schools now existing. To imposition from above is opposed
expression and cultivation of individuality; to external discipline is opposed free activity;
to learning from texts and teachers, learning through experience; to acquisition of isolated
skills and techniques by drill, is opposed acquisition of them as means of attaining ends
which make direct vital appeal; to preparation for a more or less remote future is opposed
making the most of the opportunities of present life; to static aims and materials is
opposed acquaintance with a changing world."
....................Linda Kostencki