The central problem of an education based upon experience is to select the kind of present experience that live fruitfully and creatively in subsequent experiences.

The intimation never wholly deserts us that there is, in the unformed activities of childhood and youth, the possibilities of a better life for the community as well as for individuals here and there. This dim sense is the ground of our abiding idealization of childhood.

Any genuine teaching will result, if successful, in someone's knowing how to bring about a better condition of things than existed earlier.

The acquisition however perfectly of skills is not an end in itself. They are things to be put to use as a contribution to a common and shared life.

All genuine learning comes through experience.

[T]he schools, through reliance upon the spur of competition and the bestowing of special honors and prizes, only build up and strengthen the disposition that makes an individual when he leaves school employ his special talents and superior skill to outwit his fellow without respect for the welfare of others

The phrase "think for one's self" is a pleonasm. Unless one does it for one's self, it isn't thinking.