DEWEY: PROGRESSIVES AND SOCIAL CHANGE
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John Dewey: Progressive Ideology All Comes Back to Social Change
Megan Rose
School of Education, Liberty University
Author Note
Megan Rose
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Megan Rose
Email: mrose54@liberty.edu
DEWEY: PROGRESSIVES AND SOCIAL CHANGE
Abstract
John Dewey was an educational leader that supported the progressive education model. Dewey
focused on several aspects in education, but he believed that social transformation was the
central role of education. His philosophy believed that education should use student interests and
skills and incorporate it into the curriculum in order to teach social change, practical relevance,
and pragmatism. All progressive principles and policies in some way all come back to the
discussion of social change in the nation. There are many principles and philosophies that Dewey
introduced, promoted, and placed into education. They can be found in schools around the
United States at different levels of the education system. They can be found in the principles of
many educators. However, the focus in school today is focused around standardized testing and
proficiency. Both of these are important but so is social change. Education does have a role in
social change and it is important for teachers to understand that role. Education alone cannot
create a social transformation, but integrating cultural sensitivity and a community of diversity
can benefit the student and society in a way that can help to facilitate social change. According to
Dewey this facilitation of social transformation through education was the way to maintain
democracy which was the main goal of the progressive education model.
Keywords: progressive, pragmatism, practical relevance, diversity, social
transformation/change, cultural sensitivity, diversity, democracy, flipped classroom, progressive
education model.
DEWEY: PROGRESSIVES AND SOCIAL CHANGE
John Dewey: Progressive Ideology in Different Aspects of Today’s Educational System in
the United States
John Dewey is one of the philosophers of the Progressive era. Smith (2020) states that
Dewey and the Progressive era lead to a more culturally sensitive curriculum in schools (143).
This is key because the cultural sensitivity that Dewey and other progressives focused on was
how societal problems could be addressed, discussed, and solved in order to create a better
democracy. Democracy was to be upheld in order for America and its people to remain. John
Dewey saw social change as a key part to upholding Democracy. Dewey believed that to have
social change schools must focus on the individual needs and interests of the student and
incorporate that into the needs of the whole group. The whole group, however, was synonymous
with the nation. Dewey’s and his colleagues’s philosophy of education policies and procedures
all can be traced back to the central goal of social change.
Background and Cultural Context
John Dewey was a Progressive Era philosopher. Though there are many others who were
crucial in the development of Progressivism many people claim that John Dewey is the Father of
Progressive Education (Hopkins, 60). John Dewey studied at John Hopkins University and took
their scientific experimentation into his creation and ideology of how schools should work
(Hopkins, 60). In 1916 Dewey wrote Democracy and Education and explained his educational
philosophy (Tampio, 73). Dewey’s educational philosophy was focused around two main
components: “learning by doing so that understanding and meaning can take place and
advancing social responsibility and democracy” (Hopkins, 61). During this time there was an
overall growth in a new middle-class professionalism and there was a call for social change
following the Gilded Age and urbanization in America (Hopkins, 60). During this time there was
DEWEY: PROGRESSIVES AND SOCIAL CHANGE
a call for reforms across the country in different areas of life which created an atmosphere for
progressivism to emerge and take hold.
Philosophy of Education
Societal change was key to Dewey and progressive ideology. Dewey believed that
education was the way in which growth in society, culture sensitivity, economy, and equity
would occur (Perez-Ibanez, 19-20). Dewey believed that progressivism focused on practical
relevance/pragmatism, democracy, and work toward needed social changes were the ways in
which American education could reach this goal. Practical relevance focused on gaining practical
knowledge. Dewey called for education to focus on teaching students skills and knowledge that
would lead them to jobs and success in their future. Democracy was a crucial part of Dewey’s
philosophy of education. “Dewey wrote thirty pieces in which “democracy” is in the title (Stone,
2002)” (Hopkins, 61). Dewey believed that the interest and needs of the individual was
important. He believed that traditional education and religion caused conformity and led to
indoctrination (Hopkins, 61). Dewey believed that working toward societal changes that were
needed to better the world was crucial. His philosophy of education called for students to fight
and create a world where everyone has freedom and opinion (Tampio, 75). The role of education
in a democratic education was to teach children that their fate is entwined with everyone else’s
(Tampio, 79). This called for the understanding that our results in life are linked to the success of
all created a more culturally sensitive education and a more student-centered education.
Student-centered education was a huge part of Dewey’s educational philosophy. He believed that
the future of democracy was dependent on personalized education for all students (Tampio, 75).
Dewey believed that each student’s needs and interests should be considered when looking at the
educational curriculum that the student is receiving. These principles in Dewey’s philosophy of
DEWEY: PROGRESSIVES AND SOCIAL CHANGE
education he put into practice as he began to teach, open schools, and work creating educational
policies in the United States.
Theory to Practice
Dewey believed that schools needed to be modeled in a way that would encourage
students to work in an individualistic and socialistic way that would create social change that
would better America. In order to do this Dewey incorporated his ideology into schools. He
opened the Laboratory School of the University of Chicago where Dewey created an atmosphere
where it was encouraged to discuss and develop ideas and then disseminate them in order to
work them into educational policies, research, and practices (Tampio, 76-77). Dewey believed in
order for these schools to succeed the school needed to avoid teaching that promoted schools
being created just to teach students how to work and consider instead teaching them how an
industrial economy works and to focus on the student as an individual (Tampio, 77). When
focusing on the individual Dewey believed that the individuals needs and interests should be
considered. Dewey’s philosophy focused on the belief that if teachers cultivate a student’s
interest in the success of others then they will see that their success is everyone’s success and
vice-versa (Tampio, 79) Therefore, if a student can understand this concept then social change,
equity, and democracy could occur. Many of Dewey’s educational philosophies turned from
theory to practice to this very day. Vocational training is commonplace now in many
communities. Though Dewey did not support schools educating students solely for working he
did encourage students to like a trade if they choose. Vocational education in schools where
classes like automatics, woodworking, etc were added to the general education curriculum was
the goal that Dewey desired (Tampio, 77). Pragmatism is also seen in today’s universities as
DEWEY: PROGRESSIVES AND SOCIAL CHANGE
there is a growing focus on service learning opportunities (Hopkins, 65). Student internships,
community service and volunteer opportunities, and trade schools there is a connection between
academics and industry to help promote democratic industrialism while helping society, like
Dewey desired. Dewey’s focus on student interest and student discovery in education can be
seen in the flipped classroom pedagogical approach (Hopkins, 65). The flipped classroom
focuses on the teacher being a guide in the students’ learning process and application of the skill
being taught (Hopkins, 65). Lastly, Dewey helped to continue to cultivate the belief that all
children should have access to education regardless of a parent's ability to pay for the education,
race, religion of gender.
Perspectives on Diversity
Dewey was an educator that continued with the philosophy that all children should be
educated, but he continued to focus on making sure that children that were not able to pay got a
“solid” education that was equal to those who paid for their education. Dewey also focused on
making sure that education taught social change that would benefit all students. Dewey believed
that schools were indoctrination areas that's main purpose was to keep the current social
organization in tack (Perez-Ibanez, 22). Dewey believed that all children regardless of race,
ethnicity, religion, or socio-economic status should be able to have an education. Therefore he
believed the atmospheres and cultures of school that promote self-interest but realizing the
interconnectedness of their future with the whole group's success will promote a social change in
America where equity and the voice of all is heard. Dewey believed that education “ought to be
the site where we model a society that reconciles individualism and socialism and that allows
each child to add her own distinct voice to society’s choir (Tampio, 80). Dewey and his
colleagues all promoted education for all students but there were continued issues that had to be
DEWEY: PROGRESSIVES AND SOCIAL CHANGE
resolved and considered within reforming school to gain equity and voice for all in society in
order to promote the social change that was desired.
Critical Analysis
There were many critiques of Dewey and his progressive education colleagues. One
educator argued that the progressive education model did not take into consideration the lower
socio-economic status of some students which limits the availability of one to support and
promote social change (Hopkins, 61). Many supported this argument and discussed how before
social change can happen in society the school system education has to make sure to give all
children the ability to succeed at the same rate, if possible. Also, critiques state that public
democracy is not realistic for all because of many constraints (Hopkins, 62). Other criticism
included the focus on experience versus the Sciences and the Arts (Hopkins, 62). Following the
height of the progressive education model the United States was met with the Second World
War. During this time cricitics of Dewey and the progressive education model were concerned
that the sciences and math had declined and called for a new focus on math and science (Smith,
159). The events following the 1940s and leading through the Cold War focused on the Race to
the Top. Policies like No Child Left Behind were created to give teachers flexibility to teach
more than just “teaching to the test” (Smith, 165). Within the criticism there are many who see
Dewey’s importance of equity for all students in school and many new educational movements
and policies have been created in order to help this happen. Susan Miller Dorsey was a
superintendent in Los Angeles Schools in California that shared Dewey’s schools who focused
on educating students in order to get them work and not for the sake of educating them;
especially in regards to immigrants (Kendall Hunt Publishing Company). Ella Flang Young and
Jane Addam are other women who agreed with Dewey. There are many others who were
DEWEY: PROGRESSIVES AND SOCIAL CHANGE
influenced by Dewey. Some of these people that were influenced included presidents. President
Johnson, for example, wrote the Equal Opportunity Act and Civil Rights Act that created Head
Start which was created for those in poverty to teach but also develop the child socially,
physically, and cognitively (Smith, 168). President Nixon also championed the Equal
Educational Opportunities Act that would help urban schools succeed but also give a
commitment to the equality of education regardless of socioeconomic status, religion, race,
and/or gender (Smith, 170). Schools have incorporated practical relevance and pragmatism into
their schools in higher education. Many teachers and educational policy makers there is a call
from scholars, like Hopkins, to remember the impact of Dewey and his colleagues and the
educational policies they created and to not give up their vision entirely for a focus on
standardized tests (Hopkins, 83). Dewey and progressives focus on social change related directly
to issues of diversity and inclusion.
Implications and Conclusions
John Dewey is a name that many educators know and teachers have incorporated his
teaching philosophy into their own. Education systems are incorporating the flipped classroom
model into classrooms. There is more and more focus on making sure that teachers,
administrators, and policymakers focus on cultural sensitivity. Many universities make it a
requirement for Education Majors to take a class focusing on cultural sensitivity. Many mission
statements of schools are focused on diversity and inclusion. Dewey’s focus on social change
resonates with me. The hope of many teachers is to teach students to be intelligent students who
are able to make decisions and that those decisions will benefit the future of all. This is part of
my personal philosophy. It is my job to help promote diversity in my classroom and educate my
students on the importance of all while also teaching the material. like Dewey, that education
DEWEY: PROGRESSIVES AND SOCIAL CHANGE
cannot make a social transformation on its own. Educators and policymakers have recently been
distracted by the importance of standardized testing. They need to be reminded of Dewey’s focus
on diversity and social change. John Dewey’s philosophy along with his progressive colleagues
always came back to the importance of social change. Education today needs to be reminded of
how education can affect social change if it works with other systems and aspects to do this.
DEWEY: PROGRESSIVES AND SOCIAL CHANGE
References
Hopkins, E. (2017). John Dewey and Progressive Education. The Journal of Educational
Thought (JET) / Revue De La Pensée Éducative, 50(1), 59-68. doi:10.2307/26372390
Pérez-Ibáñez, I. (2018). Dewey’s Thought on Education and Social Change. Journal of Thought,
52(3-4), 19-31. doi:10.2307/90026735
Progressive Trailblazer: Susan Miller Dorsey. Kendall Hunt Publishing Company. Retrieved from
https://canvas.liberty.edu/courses/45866/pages/watch-progressive-trailblazer-susan-miller-dorsey
?module_item_id=4823958
Smith, S. J. (2020). Windows into the history and philosophy of education. Kendall Hunt
Publishing Company.
Tampio, N. (2019). What’s the Alternative?: John Dewey’s Vision. In Learning versus the
Common Core (pp. 73-84). Minneapolis; London: University of Minnesota Press.
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