John Dewey Quotes

We do not learn from experience... we learn from reflecting on experience.

Education is not preparation for life; education is life itself.

Failure is instructive. The person who really thinks learns quite as much from his failures as from his successes.

Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.

A problem well put is half solved.

We only think when confronted with a problem.

The self is not something ready-made, but something in continuous formation through choice of action.

Every great advance in science has issued from a new audacity of imagination.

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

Hunger not to have, but to be

There's all the difference in the world between having something to say, and having to say something.

Art is the most effective mode of communications that exists.

Education is a social process; education is growth; education is not preparation for life but is life itself.

The good man is the man who, no matter how morally unworthy he has been, is moving to become better.

Were all instructors to realize that the quality of mental process, not the production of correct answers, is the measure of educative growth something hardly less than a revolution in teaching would be worked.

The deepest urge in human nature is the desire to be important.

The most important attitude that can be formed is that of desire to go on learning.

To find out what one is fitted to do, and to secure an opportunity to do it, is the key to happiness.

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.

To me faith means not worrying

The path of least resistance and least trouble is a mental rut already made. It requires troublesome work to undertake the alteration of old beliefs.

The only way to abolish war is to make peace seem heroic.

Arriving at one goal is the starting point to another.

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.

The educational process has no end beyond itself; it is its own end.

For in spite of itself any movement that thinks and acts in terms of an ‘ism becomes so involved in reaction against other ‘isms that it is unwittingly controlled by them. For it then forms its principles by reaction against them instead of by a comprehensive, constructive survey of actual needs, problems, and possibilities.

Conflict is the gadfly of thought. It stirs us to observation and memory. It instigates invention. It shocks us out of sheep-like passivity, and sets us at noting and contriving…conflict is a sine qua non of reflection and ingenuity.

The goal of education is to enable individuals to continue their education.

Like the soil, mind is fertilized while it lies fallow, until a new burst of bloom ensues.

As long as politics is the shadow of big business, the attenuation of the shadow will not change the substance.

There is no such thing as educational value in the abstract. The notion that some subjects and methods and that acquaintance with certain facts and truths possess educational value in and of themselves is the reason why traditional education reduced the material of education so largely to a diet of predigested materials.

wonder is the mother of all science.

Always make the other person feel important. John Dewey, as we have already noted, said that the desire to be important is the deepest urge in human nature;

The only freedom that is of enduring importance is the freedom of intelligence, that is to say, freedom of observation and of judgment, exercised in behalf of purposes that are intrinsically worth while. The commonest mistake made about freedom is, I think, to identify it with freedom of movement, or, with the external or physical side of activity.

Every one has experienced how learning an appropriate name for what was dim and vague cleared up and crystallized the whole matter. Some meaning seems distinct almost within reach, but is elusive; it refuses to condense into definite form; the attaching of a word somehow (just how, it is almost impossible to say) puts limits around the meaning, draws it out from the void, makes it stand out as an entity on its own account.

Anyone who has begun to think, places some portion of the world in jeopardy.

John Dewey reminded us that the value of what students do 'resides in its connection with a stimulation of greater thoughtfulness, not in the greater strain it imposes.

Of all affairs, communication is the most wonderful.

The ultimate function of literature is to appreciate the world, sometimes indignantly, sometimes sorrowfully, but best of all to praise when it is luckily possible.

I believe finally, that education must be conceived as a continuing reconstruction of experience; that the process and the goal of education are one and the same thing. —JOHN DEWEY

Faith in the possibilities of continued and rigorous inquiry does not limit access to truth to any channel or scheme of things. It does not first say that truth is universal and then add there is but one road to it.

Public education does not serve a public. It creates a public. And in creating the right kind of public, the schools contribute toward strengthening the spiritual basis of the American Creed. That is how Jefferson understood it, how Horace Mann understood it, how John Dewey understood it, and in fact, there is no other way to understand it. The question is not, Does or doesn't public schooling create a public? The question is, What kind of public does it create? A conglomerate of self-indulgent consumers? Angry, soulless, directionless masses? Indifferent, confused citizens? Or a public imbued with confidence, a sense of purpose, a respect for learning, and tolerance? The answer to this question has nothing whatever to do with computers, with testing, with teacher accountability, with class size, and with the other details of managing schools. The right answer depends on two things, and two things alone: the existence of shared narratives and the capacity of such narratives to provide an inspired reason for schooling.

John Dewey, an American philosopher and writer, said that “a problem well put is half solved.

Nothing is more tragic than failure to discover one’s true business in life, or to find that one has drifted or been forced by circumstance into an uncongenial calling.

Every art communicates because it expresses. It enables us to share vividly and deeply in meanings… For communication is not announcing things… Communication is the process of creating participation, of making common what had been isolated and singular… the conveyance of meaning gives body and definiteness to the experience of the one who utters as well as to that of those who listen.

To those who suspect that intellect is a subversive force in society, it will not do to reply that intellect is really a safe, bland, and emollient thing. In a certain sense, the suspicious Tories and militant philistines are right: intellect is dangerous. Left free, there is nothing it will not reconsider, analyze, throw into question. "Let us admit the case of the conservative," John Dewey once wrote. "If we once start thinking no one can guarantee what will be the outcome, except that many objects, ends and institutions will be surely doomed. Every thinker puts some portion of an apparently stable world in peril, and no one can wholly predict what will emerge in its place." Further, there is no way of guaranteeing that an intellectual class will be discreet and restrained in the use of its influence; the only assurance that can be given to any community is that it will be far worse off if it denies the free uses of the power of intellect than if it permits them. To be sure, intellectuals, contrary to the fantasies of cultural vigilantes, are hardly ever subversive of a society as a whole. But intellect is always on the move against something: some oppression, fraud, illusion, dogma, or interest is constantly falling under the scrutiny of the intellectual class and becoming the object of exposure, indignation, or ridicule.

Now in many cases—too many cases—the activity of the immature human being is simply played upon to secure habits which are useful. He is trained like an animal rather than educated like a human being.

Insecurity cuts deeper and extends more widely than bare unemployment. Fear of loss of work, dread of the oncoming of old age, create anxiety and eat into self-respect in a way that impairs personal dignity.

John Dewey, as we have already noted, said that the desire to be important is the deepest urge in human nature; and William James said: “The deepest principle in human nature is the craving to be appreciated.

The conception that growth and progress are just approximations to a final unchanging goal is the last infirmity of the mind in its transition from a static to a dynamic understanding of life.

Forty years spent in wandering in a wilderness like that of the present is not a sad fate--unless one attempts to make himself believe that the wilderness is after all itself the promised land

I feel the gods are pretty dead, though I suppose I ought to know that however, to be somewhat more philosophical in the matter, if atheism means simply not being a theist, then of course I'm an atheist. [Letter to Max Otto]

Expertness of taste is at once the result and reward of constant exercise of thinking.

Education, therefore, is a process of living and not a preparation for future living.

most notable distinction between living and inanimate beings is that the former maintain themselves by renewal.

Knowledge is humanistic in quality not because it is about human products in the past, but because of what it does in liberating human intelligence and human sympathy. Any subject matter which accomplishes this result is humane, and any subject matter which does not accomplish it is not even educational.

Intellectual progress usually occurs through sheer abandonment of questions together with both of the alternatives they assume -- an abandonment that results from their decreasing vitality and a change of urgent interest. We do not solve them: we get over them.

As we have seen there is some kind of continuity in any case since every experience affects for better or worse the attitudes which help decide the quality of further experiences, by setting up certain preference and aversion, and making it easier or harder to act for this or that end.

Commonly, people think of philosophy as a quest, however ill advised, for truth. John Dewey called it the quest for certainty. But it is more illuminating to say that, at its best, philosophy is the quest for honesty.

An empirical philosophy is in any case a kind of intellectual disrobing. We cannot permanently divest ourselves of the intellectual habits we take on and wear when we assimilate the culture of our own time and place. But intelligent furthering of culture demands that we take some of them off, that we inspect them critically to see what they are made of and what wearing them does to us. We cannot achieve recovery of primitive naïveté. But there is attainable a cultivated naïveté of eye, ear and thought.

An intelligent home differs from an unintelligent one chiefly in that the habits of life and intercourse which prevail are chosen, or at least colored, by the thought of their bearing upon the development of children.

I believe finally, that education must be conceived as a continuing reconstruction of experience; that the process and the goal of education are one and the same thing.

Leonardo virtually announced the birth of the method of modern science when he said that true knowledge begins with opinion.

Cease conceiving of education as mere preparation for later life, and make it the full meaning of the present life.

The way our group or class does things tends to determine the proper objects of attention, and thus to prescribe the directions and limits of observation and memory. What is strange or foreign (that is to say outside the activities of the groups) tends to be morally forbidden and intellectually suspect.

The only way to prepare for social life is to engage in social life. To form habits of social usefulness and serviceableness apart from any direct social need and motive, apart from any existing social situation, is, to the letter, teaching the child to swim by going through motions outside of the water.

Personality must be educated, and personality cannot be educated by confining its operations to technical and specialized things, or to the less important relationships of life. Full education comes only when there is a responsible share on the part of each person, in proportion to capacity, in shaping the aims and policies of the social groups to which he belongs.

I believe that the school must represent life - life as real and vital to the child as that which he carries on in the home, in the neighborhood, or on the playground.

The two limits of every unit of thinking are a perplexed, troubled, or confused situation at the beginning, and a cleared up, unified, resolved situation at the close.

Whole object of intellectual education is formation of logical disposition

Thinking and feeling that have to do with action in association with others is as much a social mode of behavior as is the most overt cooperative or hostile act.

Traditions and dogmas rub one another down to a minimum in such centers of varied intercourse; where there are a thousand faiths we are apt to become sceptical of them all.

Who can reckon up the loss of moral power that arises from the constant impression that nothing is worth doing in itself, but only as a preparation for something else, which in turn is only a getting ready for some genuinely serious end beyond?

the mind is not sealed in the skull but extends throughout the body. We think not only with our brain but also with our eyes and ears, nose and mouth, limbs and torso. And when we use tools to extend our grasp, we think with them as well. “Thinking, or knowledge-getting, is far from being the armchair thing it is often supposed to be,” wrote the American philosopher and social reformer John Dewey in 1916. “Hands and feet, apparatus and appliances of all kinds are as much a part of it as changes in the brain.”51 To act is to think, and to think is to act.

It is [the teacher's] business to be on the alert to see what attitudes and habitual tendencies are being created. In this direction he[sic] must, if he is an educator, be able to judge what attitudes are actually conducive to continued growth and what are detrimental. He must, in addition, have that sympathetic understanding of individuals as individuals which gives him an idea of what is actually going on in the minds of those who are learning.

For, as I have suggested, disruption of the unity of the self is not limited to the cases that come to physicians and institutions for treatment. They accompany every disturbance of normal relations of husband and wife, parent and child, group and group, class and class, nation and nation. Emotional responses are so total as compared with the partial nature of intellectual responses, of ideas and abstract conceptions, that their consequences are more pervasive and enduring. I can, accordingly, think of nothing of greater practical importance than the psychic effects of human relationships, normal and abnormal, should be the object of continues study, including among the consequences the indirect somatic effects.” – The unity of the human being

If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect—its effect upon conscious experience—we may well believe that this lesson has been learned largely through dealings with the young.

In the main, the trouble with American education is that we have put into practice the educational philosophy expounded by John Dewey and his disciples. In varying degrees we have adopted what has been called "progressive education." Subscribing to the egalitarian notion that every child must have the same education, we have neglected to provide an educational system which will tax the talents and stir the ambitions of our best students and which will thus insure us the kind of leaders we will need in the future. In

I believe finally, that education must be conceived as a continuing reconstruction of experience; that the process and the goal of education are one and the same thing. —JOHN DEWEY I’m standing on the red railway car that sits abandoned next to the barn. The wind soars, whipping my hair across my face and pushing a chill down the open neck of my shirt. The gales are strong this close to the mountain, as if the peak itself is exhaling. Down below, the valley is peaceful, undisturbed. Meanwhile our farm dances: the heavy conifer trees sway slowly, while the sagebrush and thistles quiver,

The scientific method is the only authentic means at our command for getting at the significance of our everyday experiences of the world in which we live...scientific method provides a working pattern of the way in which and conditions under which experiences are used to lead ever onward and outward.

Active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and the further conclusions to which it tends, constitutes reflective thought… It is a conscious and voluntary effort to establish belief upon a firm basis of reasons.

Since the artist cares in a peculiar way for the phase of experience in which union is achieved, he does not shun moments of resistance and tension. He rather cultivates them, not for their own sake but because of their potentialities, bringing to living consciousness an experience that is unified and total.

A genuine purpose always starts with an impulse. Obstruction of the immediate execution of an impulse converts it into a desire. Nevertheless neither impulse nor desire is itself a purpose. A purpose is an end-view. That is, it involves foresight of the consequences which will result from acting upon impulse.

Preparation" is a treacherous idea. In a certain sense every experience should do something to prepare a person for later experiences of a deeper and more expansive quality. That is the very meaning of growth, continuity, reconstruction of experience. But it is a mistake to suppose that the mere acquisition of a certain amount of arithmetic, geography, history, etc., which is taught and studied because it may be useful at some time in the future, has this effect, and it is a mistake to suppose that acquisition of skills in reading and figuring will automatically constitute preparation for their right and effective use under conditions very unlike those in which they were acquired.

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.

Concluding that democracy was indefensible—for reasons similar to those suggested by Brennan, Caplan, Friedman, and others—Shepard urged his fellow political scientists to disabuse themselves of their unjustified faith in the public: the electorate “must lose the halo which has surrounded it. . . . The dogma of universal suffrage must give way to a system of educational and other tests which will exclude the ignorant, the uninformed, and the anti-social elements which hitherto have so frequently controlled elections.”7 Even John Dewey, who had once declared his own “democratic faith,” in a long debate with Walter Lippmann acknowledged that the public was unlikely to be able to rise to the level of civic knowledge and competence demanded in a period of ever more complexity, and suggested that Whitman-like poets would be needed to provide a suitable and accessible “presentation” of the complex political and scientific information needed by the citizenry of a complex modern society.8

Absence of social blame is the usual mark of goodness for it shows that evil has been avoided. Blame is most readily averted by being so much like everybody else that one passes unnoticed. Conventional morality is a drab morality, in which the only fatal thing is to be conspicuous. If there be flavor left in it, then some natural traits have somehow escaped being subdued.

it is of the highest concernment that care should be taken of its conduct is a moderate statement. While the power of thought frees us from servile subjection to instinct, appetite, and routine, it also brings with it the occasion and possibility of error and mistake. In elevating us above the brute, it opens to us the possibility of failures to which the animal, limited to instinct, cannot sink.

Men have gone on to build up vast intellectual schemes, philosophies, and theologies, to prove that ideals are not real as ideals but as antecedently existing actualities. They have failed to see that in converting moral realities into matters of intellectual assent they have evinced lack of moral faith. Faith that something should be in existence as far as lies in our power is changed into the intellectual belief that it is already in existence. When physical existence does not bear out the assertion, the physical is subtly changed into the metaphysical. In this way, moral faith has been inextricably tied up with intellectual beliefs about the supernatural.

The intermingling in the school of youth of different races, differing religions, and unlike customs creates for all a new and broader environment. Common subject matter accustoms all to a unity of outlook upon a broader horizon than is visible to the members of any group while it is isolated. The assimilative force of the American public school is eloquent testimony to the efficacy of the common and balanced appeal.

Collateral learning in the way of formation of enduring attitudes, of likes and dislikes, may be and often is much more important than the spelling lesson or lesson in geography or history that is learned. For these attitudes are fundamentally what count in the future. The most important attitude that can be formed is that of desire to go on learning. If impetus in this direction is weakened instead of being intensified, something much more than mere lack of preparation takes place. The pupil is actually robbed of native capacities which otherwise would enable him [sic] to cope with the circumstances that he meets in the course of his life. We often see persons who have had little schooling and in whose case the absence of set schooling proves to be a positive asset. They have at least retained their native common sense and power of judgement, and its exercise in the actual conditions of living has given them the precious gift of ability to learn from the experiences they have.

When theories of values do not afford intellectual assistance in framing ideas and beliefs about values that are adequate to direct action, the gap must be filled by other means. If intelligent method is lacking, prejudice, the pressure of immediate circumstance, self-interest and class-interest, traditional customs, institutions of accidental historic origin, are not lacking, and they tend to take the place of intelligence.

have not some religions, including the most influential forms of Christianity, taught that the heart of man is totally corrupt? How could the course of religion in its entire sweep not be marked by practices that are shameful in their cruelty and lustfulness, and by beliefs that are degraded and intellectually incredible? What else than what we can find could be expected, in the case of people having little knowledge and no secure method of knowing; with primitive institutions, and with so little control of natural forces that they lived in a constant state of fear?

In the mass of people, vegetative and animal functions dominate. Their energy of intelligence is so feeble and inconstant that it is constantly overpowered by bodily appetite and passion.Such persons are not truly ends in themselves, for only reason constitutes a final end. Like plants, animals and physical tools, they are means, appliances, for the attaining of ends beyond themselves, although unlike them they have enough intelligence to exercise a certain discretion in the execution of the tasks committed to them. Thus by nature, and not merely by social convention, there are those who are slaves—that is, means for the ends of others.

The trouble with purging the school curriculum of religious knowledge is that ultimate questions cannot be answered without reference to religious beliefs or at least to philosophy. With religion expelled from the schools, a clear field was left for the entrance of the mode of belief called humanitarianism, or secular humanism--the latter a term employed by the cultural historian Christopher Dawson. During the past four decades and more, the place that religion used to hold in American schooling, always a rather modest and non-dogmatic place, has been filled by secular humanism. Its root principle is that human nature and society may be perfected without the operation of divine grace. . . . In his book A Common Faith (1934), [John] Dewey advocated his brand of humanism as a religion. "Here are all the elements for a religious faith that shall not be confined to sect, class, or race," he wrote. "Such a faith has always been implicitly the common faith of mankind. It remains to make it explicit and militant." Much more evidence exists to suggest that humanitarianism, or secular humanism, should be regarded in law as a religion, with respect to both establishment and free exercise in the First Amendment. It is this non-theistic religion, hostile to much of the established morality and many existing American institutions, that has come close to being established as a "civil religion" in American public schools.

If a plague carried off the members of a society all at once, it is obvious that the group would be permanently done for. Yet the death of each of its constituent members is as certain as if an epidemic took them all at once. But the graded difference in age, the fact that some are born as some die, makes possible through transmission of ideas and practices the constant reweaving of the social fabric. Yet this renewal is not automatic. Unless pains are taken to see that genuine and thorough transmission takes place, the most civilized group will relapse into barbarism and then into savagery.

Democracy is a way of life controlled by a working faith in the possibilities of human nature. Belief in the Common Man is a familiar article in the democratic creed. That belief is without basis and significance save as it means faith in the potentialities of human nature as that nature is exhibited in every human being irrespective of race, color, sex, birth and family, of material or cultural wealth. This faith may be enacted in statutes, but it is only on paper unless it is put in force in the attitudes which human beings display to one another in all the incidents and relations of daily life. To denounce Nazism for intolerance, cruelty and stimulation of hatred amounts to fostering insincerity if, in our personal relations to other persons, if, in our daily walk and conversation, we are moved by racial, color or other class prejudice; indeed, by anything save a generous belief in their possibilities as human beings, a belief which brings with it the need for providing conditions which will enable these capacities to reach fulfillment. The democratic faith in human equality is belief that every human being, independent of the quantity or range of his personal endowment, has the right to equal opportunity with every other person for development of whatever gifts he has.

Empirically, things are poignant, tragic, beautiful, humorous, settled, disturbed, comfortable, annoying, barren, harsh, consoling, splendid, fearful; are such immediately and in their own right and behalf.... These traits stand in themselves on precisely the same level as colours, sounds, qualities of contact, taste and smell. Any criterion that finds the latter to be ultimate and "hard" data will, impartially applied, come to the same conclusion about the former. -Any- quality as such is final; it is at once initial and terminal; just what it is as it exists. it may be referred to other things, it may be treated as an effect or a sign. But this involves an extraneous extension and use. It takes us beyond quality in its immediate qualitativeness.... The surrender of immediate qualities, sensory and significant, as objects of science, and as proper forms of classification and understanding, left in reality these immediate qualities just as they were; since they are -had- there is no need to -know- them. But... the traditional view that the object of knowledge is reality par excellence led to the conclusion that the object of science was preeminently metaphysically real. Hence, immediate qualities, being extended from the object of science, were left thereby hanging loose from the "real" object. Since their -existence- could not be denied, they were gathered together into a psychic realm of being, set over against the object of physics. Given this premise, all the problems regarding the relation of mind and matter, the psychic and the bodily, necessarily follow. Change the metaphysical premise; restore, that is to say, immediate qualities to their rightful position as qualities of inclusive situations, and the problems in question cease to be epistemological problems. They become specifiable scientific problems; questions, that is to say, of how such and such an event having such and such qualities actually occurs.

Of the things I had not known when I started out, I think the most important was the degree to which the legacy of the McCarthy period still lived. It had been almost seven years since Joe McCarthy had been censured when John Kennedy took office, and most people believed that his hold on Washington was over. ... among the top Democrats, against whom the issue of being soft on Communism might be used, and among the Republicans, who might well use the charge, it was still live ammunition. ... McCarthyism still lingered ... The real McCarthyism went deeper in the American grain than most people wanted to admit ... The Republicans’ long, arid period out of office [twenty years, ended by the Eisenhower administration], accentuated by Truman’s 1948 defeat of Dewey, had permitted the out-party in its desperation, to accuse the leaders of the governing party of treason. The Democrats, in the wake of the relentless sustained attacks on Truman and Acheson over their policies in Asia, came to believe that they had lost the White House when they lost China. Long after McCarthy himself was gone, the fear of being accused of being soft on Communism lingered among the Democratic leaders. The Republicans had, of course, offered no alternative policy on China (the last thing they had wanted to do was suggest sending American boys to fight for China) and indeed there was no policy to offer, for China was never ours, events there were well outside our control, and our feudal proxies had been swept away by the forces of history. But in the political darkness of the time it had been easy to blame the Democrats for the ebb and flow of history. The fear generated in those days lasted a long time, and Vietnam was to be something of an instant replay after China. The memory of the fall of China and what it did to the Democrats, was, I think, more bitter for Lyndon Johnson than it was for John Kennedy. Johnson, taking over after Kennedy was murdered and after the Kennedy patched-up advisory commitment had failed, vowed that he was not going to be the President of the United States who lost the Great Society because he lost Saigon. In the end it would take the tragedy of the Vietnam War and the election of Richard Nixon (the only political figure who could probably go to China without being Red-baited by Richard Nixon) to exorcise those demons, and to open the door to China.

I read a heap of books to prepare to write my own. Valuable works about art crime include The Rescue Artist by Edward Dolnick, Master Thieves by Stephen Kurkjian, The Gardner Heist by Ulrich Boser, Possession by Erin Thompson, Crimes of the Art World by Thomas D. Bazley, Stealing Rembrandts by Anthony M. Amore and Tom Mashberg, Crime and the Art Market by Riah Pryor, The Art Stealers by Milton Esterow, Rogues in the Gallery by Hugh McLeave, Art Crime by John E. Conklin, The Art Crisis by Bonnie Burnham, Museum of the Missing by Simon Houpt, The History of Loot and Stolen Art from Antiquity Until the Present Day by Ivan Lindsay, Vanished Smile by R. A. Scotti, Priceless by Robert K. Wittman with John Shiffman, and Hot Art by Joshua Knelman. Books on aesthetic theory that were most helpful to me include The Power of Images by David Freedberg, Art as Experience by John Dewey, The Aesthetic Brain by Anjan Chatterjee, Pictures & Tears by James Elkins, Experiencing Art by Arthur P. Shimamura, How Art Works by Ellen Winner, The Art Instinct by Denis Dutton, and Collecting: An Unruly Passion by Werner Muensterberger. Other fascinating art-related reads include So Much Longing in So Little Space by Karl Ove Knausgaard, What Is Art? by Leo Tolstoy, History of Beauty edited by Umberto Eco, On Ugliness also edited by Umberto Eco, A Month in Siena by Hisham Matar, Art as Therapy by Alain de Botton and John Armstrong, Art by Clive Bell, A Philosophical Enquiry into the Sublime and Beautiful by Edmund Burke, Seven Days in the Art World by Sarah Thornton, The Painted Word by Tom Wolfe, and Intentions by Oscar Wilde—which includes the essay “The Critic as Artist,” written in 1891, from which this book’s epigraph was lifted.