There is no such thing as educational value in the abstract. The notion that some subjects and methods and that acquaintance with certain facts and truths possess educational value in and of themselves is the reason why traditional education reduced the material of education so largely to a diet of predigested materials.

As long as politics is the shadow cast on society by big business, the attenuation of the shadow will not change the substance.

There is more than a verbal tie between the words common, community, and communication.

Adults are naturally most conscious of directing the conduct of others when they are immediately aiming so to do. As a rule, they have such an aim consciously when they find themselves resisted; when others are doing things they do not wish them to do. But the more permanent and influential modes of control are those which operate from moment to moment continuously without such deliberate intention on our part.

In general, every stimulus directs activity. It does not simply excite it or stir it up, but directs it toward an object.

Giving and taking of orders modifies actions and results, but does not of itself effect a sharing of purposes, a communication of interests.

The educational process has no end beyond itself; it is its own end.