The intellectual content of religions has always finally adapted itself to scientific and social conditions after they have become clear.... For this reason I do not think that those who are concerned about the future of a religious attitude should trouble themselves about the conflict of science with traditional doctrines.

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.

If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.

How many students ... were rendered callous to ideas, and how many lost the impetus to learn because of the way in which learning was experienced by them?

...the moment of passage from disturbance into harmony is that of intensest life.

Perhaps the greatest of all pedagogical fallacies is the notion that a person learns only the particular thing he is studying at the time.

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.