A narrow and moralistic view of morals is responsible for the failure to recognize that all the aims and values which are desirable in education are themselves moral. Discipline, natural development, culture, social efficiency, are moral traits - marks of a person who is a worthy member of that society which it is the business of education to further.

I believe that the community's duty to education is, therefore, its paramount moral duty. By law and punishment, by social agitation and discussion, society can regulate and form itself in a more or less haphazard and chance way. But through education society can formulate its own purposes, can organize its own means and resources, and thus shape itself with definiteness and economy in the direction in which it wishes to move.

The real process of education should be the process of learning to think through the application of real problems.

Communication is a process of sharing experience till it becomes a common possession. It modifies the disposition of both the parties who partake in it.

I should venture to assert that the most pervasive fallacy of philosophic thinking goes back to neglect of context.

Human nature exists and operates in an environment. And it is not 'in' that environment as coins are in a box, but as a plant is in the sunlight and soil.

A moral principle is not a command to act or to forbear acting in a given way: it is a tool for analyzing a special situation, the right or wrong being determined by the situation in its entirety, not by the rule as such.