Dewey as Pedagogue—The Pragmatist as Idealist

This chapter points to a serious problem—the disparity between pragmatist theory and educational results. Dewey’s claim that an education related to child and social occupations would inevitably bring about self-discipline and social awareness was no more reasonable than his assertion that life- and activity-centered lessons would necessarily respond to the felt needs and interests of each individual child. Combined with the neglect of the basic cultural techniques, both promises led to disappointment and frustration.