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.

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.

I do not think that any thorough-going modification of college curriculum would be possible without a modification of the methods of instruction.

Such words as "society" and "community" are likely to be misleading, for they have a tendency to make us think there is a single thing corresponding to the single word.

As formal teaching and training grow in extent, there is the danger of creating an undesirable split between the experience gained in more direct associations and what is acquired in school. This danger was never greater than at the present time, on account of the rapid growth in the last few centuries of knowledge and technical modes of skill.

There is no common understanding, and no community life. But in a shared activity, each person refers what he is doing to what the other is doing and vice-versa.

Schools should take an active part in directing social change, and share in the construction of a new social order