The result of the educative process is capacity for further education.

We have already noticed the difference in the attitude of a spectator and of an agent or participant. The former is indifferent to what is going on; one result is just as good as another, since each is just something to look at. The latter is bound up with what is going on; its outcome makes a difference to him.

Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.

Many of the obstacles for change which have been attributed to human nature are in fact due to the inertia of institutions and to the voluntary desire of powerful classes to maintain the existing status.

We always live at the time we live and not at some other time, and only by extracting at each present time the full meaning of each present experience are we prepared for doing the same thing in the future.

Man is merely a frequent effect, a monstrosity is a rare one, but both are equally natural, equally inevitable, equally part of the universal and general order. And what is strange about that? All creatures are involved in the life of all others, consequently every species... all nature is in a perpetual state of flux. Every animal is more or less a human being, every mineral more or less a plant, every plant more or less an animal... There is nothing clearly defined in nature.

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.