Democracy and Education

Where it surfaces

• Democracy and Education

  The chapter introduces the central theme of democracy as both the context and aim of education, setting the stage for a philosophy that integrates social participation with individual growth.

• The Democratic Conception in Education

  Dewey argues that democracy is more than a form of government; it is a mode of associated living requiring education to create voluntary disposition and interest, and to break down barriers of class, race, and nationality.

• The Democratic Ideal

  Democracy requires education to replace external authority with voluntary disposition and interest, and to ensure intellectual opportunities are accessible to all.

• The “Individualistic” Ideal of the Eighteenth Century

  The chapter discusses the ideal of a society as wide as humanity, where education liberates individuals to become agents of progressive social change.

• Education as National and as Social

  The democratic ideal requires education to overcome class divisions and national exclusivity, promoting equality and cooperative human ends.

• Summary: The Democratic Ideal in Education

  The chapter explicitly defines a democratic society by equal participation and flexible interaction, and argues that education must cultivate personal interest in social relationships and control.

• Aims in Education

  The chapter links the idea of democratic society to the possibility of mutual intercourse and equitable distribution of interests, which are necessary for education to enable continued growth for all members.

• Summary

  The chapter concludes that the problem of education in a democratic society is to eliminate the dualism between culture and utility, making thought a guide for free practice for all and redefining leisure as a reward for service.

• Summary

  The chapter argues that a democratic society must allow intellectual freedom and diverse gifts, contrasting with custom-based societies that enforce uniformity.

• Philosophy of Education

  The chapter uses the democratic criterion as the basis for analyzing education, emphasizing greater freedom and consciously socialized interest in progressive societies.