In this article, we argue that democratic habits remain as vital for education and culture today as they were when Dewey published "Democracy and Education" in 1916. We take our point of departure from his treatment of habit and education in the book. Dewey dissolves the stereotypical notion that habits refer solely to mechanical, repetitive and mindless routines. He reconstructs the concept so that we can see why habits can be both stable and dynamic. They can evolve through action and reflection upon the consequences of action. We draw from his analysis a conception of democratic habits that educators today can cultivate across the curriculum and overall life of the school.