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.

What accumulated knowledge exists in low grade societies is at least put into practice; it is transmuted into character; it exists with the depth of meaning that attaches to its coming within urgent daily interests.

Liberty is not just an idea, an abstract principle. It is power, effective power to do specific things. There is no such thing as liberty in general; liberty, so to speak, at large.

All learning begins when our comfortable ideas turn out to be inadequate.

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

But the individual butterfly or earthquake remains just the unique existence which it is. We forget in explaining its occurrence that it is only the occurrence that is explained, not the thing itself.

Scientific principles and laws do not lie on the surface of nature. They are hidden, and must be wrested from nature by an active and elaborate technique of inquiry.