In chapter eleven of Democracy and Education entitled Experience and Thinking by John Dewey, the main concept revolves around the idea that experience contains two elements: active and passive. Without each respective element, you cannot expect any activity to be an experience. In order for something to be an experience, you must both complete said activity and undergo a series of conscious processing in order to gain a consequence with that action. Essentially, it becomes a “discovery in the connection of things.” However, as Dewey notes, experience in school is incredibly lacking. We have now taken our education system and essentially boiled it down to the student coming to school, sitting still, listening, and taking notes. Students become spectators with absolutely no physical activity, which in turn becomes a problem for the students. However, Dewey contradicts himself when he says that “physically active children become restless and unruly.” This statement is contradictory to his previous ideas, and an inaccurate fact as well. Children who are provided with a creative and physical outlet are usually more able to learn and digest information efficiently; it is the children who are unable to exert their energy are the ones who are unruly. From a young age, children are taught things through experience; the analogy Dewey uses is a child learning to fly a kite. The child watches, feels the pressure from the kite, and is able to learn through his experiences. In school, children are robbed of their ability to experience anything. They do “not [have] faithful experiences but [are expected to] absorb knowledge directly.” Another point he touches on in this chapter is that “physical equipment and arrangements of the average schoolroom are hostile to the existence of real situation of experience.” The idea of conceptually isolating school and educational institutions from what one might call “real life” is particularly ridiculous. The fact of the matter is that school is real life, and for a human being’s arguably most important developmental years. Thinking about it as this fundamentally separate world is not correct. The last point he stresses deals with theory, ideas, and solutions. He says that just an ounce of experience is extremely more useful than a ton of theory, because it requires testing that brings about consequences. These consequences then lead to changes in the world; theory doesn’t have the same affect. And he states that while theory does involve thinking, the ultimate value comes from experience.