A Century of John and Evelyn Dewey's Schools of To-morrow

Rousseau, Recorded Knowledge, and Race in the Philosopher's Most Problematic Text

Bibliographic Data

ID8924686
AuthorsThomas Fallace (0000-0002-5417-7077, William Paterson University, corresponding author), Victoria Fantozzi (0000-0003-0246-5816, Manhattanville College)
Year2015
Volume51
Issue2
Pages129-152
Publication date2015-03-04
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEducational Studies (JOURNAL)
Journal identifiersISSN: 0013-1946 • E-ISSN: 1532-6993
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/00131946.2015.1015352
OpenAlexW2003280127
LanguageEN
Citations received7
References cited39

A century ago, John Dewey and his daughter Evelyn published Schools of To-morrow to nearly universal acclaim. However, over the course of the 20th century, critics of Dewey have drawn upon Schools of To-morrow to accuse him of being an uncritical disciple of French philosopher, Jean Rousseau, of being opposed to the transmission of content to students, and most recently of endorsing a curriculum that patronized Black students. As a result, the text has become John Dewey's most controversial and problematic. In this historical study, we seek to place Schools of To-morrow in its historical, intellectual, and social context. The first part of the study traces the writing and publication of the text, as well as its changing reception over the past century. The second part of the study directly responds to the three criticisms previously cited: that Dewey was a disciple of Rousseau, that Dewey was opposed to the transmission of content knowledge, and that Dewey endorsed the racially segregated school system of Indianapolis depicted in the text. Drawing upon Dewey's other writings, his course syllabi, his personal correspondence, and lecture notes, we argue that the first two accusations are unfounded, but the third is partially accurate, although incomplete. We conclude that Schools of To-morrow is an undervalued text in the Dewey cannon that warrants closer study

Art · Content (measure theory · Context (archaeology · Curriculum · Literature · Pedagogy · Sociology · Syllabus · History · Philosophy · Pragmatism in Philosophy and Education · Race, History, and American Society

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