The school has the function of coordinating within the disposition of each individual the diverse influences of the various social environments into which he enters.

Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.

Things gain meaning by being used in a shared experience or joint action.

Everything which bars freedom and fullness of communication sets up barriers that divide human beings into sets and cliques, into antagonistic sects and factions, and thereby undermines the democratic way of life.

Language fails not because thought fails, but because no verbal symbols can do justice to the fullness and richness of thought. Ifwe are to continue talking about "data" in any other sense than as reflective distinctions, the original datum is always such a qualitative whole.

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.

A good aim surveys the present state of experience of pupils, and forming a tentative plan of treatment, keeps the plan constantly in view and yet modifies it as conditions develop. The aim, in short, is experimental, and hence constantly growing as it is tested in action.