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Educ. Sci. 2017, 7(2), 42;

The Logic of Democracy and Education

Department of Philosophy, Memorial University of Newfoundland, St. John’s, NL A1B-3X8, Canada
Academic Editors: Paul Standish and SunInn Yun
Received: 25 October 2016 / Revised: 13 March 2017 / Accepted: 14 March 2017 / Published: 23 March 2017
(This article belongs to the Special Issue Democracy and Education at 100)
View Full-Text   |   Download PDF [196 KB, uploaded 23 March 2017]


To the best of my knowledge; no one has ever exploited the relationship between Democracy and Education and Dewey’s logical theory as presented in these other works. Doing so not only lends textual evidence to the important relationship between Dewey’s logical theory and Democracy and Education; it reinforces Dewey’s claim that Democracy and Education best represents his philosophy in general. Democracy and Education evinces arguments regarding logical theory that Dewey hadn’t yet made in his published works on logical theory. These arguments concern the role and scope of scientific method in the context of the practice of teaching and the social psychology of learning. Attention to scientific method and to the habits and dispositions of the student-as-learner will be my focus. I argue that these arguments find their way into Dewey’s later logical theory; represented in Logic: the Theory of Inquiry (1938) under the rubrics of ‘the existential matrix of inquiry’ and ‘social inquiry.’ In particular; the accounts of habit; adaptation; and interaction in Chapter 2 of Dewey’s Logic; together with the account of social problems and their resolution in a genuine determination as discussed in Chapter 24; are indebted to Chapters 11–14 of Democracy and Education. And for this reason alone; Democracy and Education should be considered among the most important of Dewey’s influences regarding the development of his logical theory. View Full-Text
Keywords: Dewey; logic; Democracy and Education; habit; continuity; inquiry Dewey; logic; Democracy and Education; habit; continuity; inquiry
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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Johnston, J.S. The Logic of Democracy and Education. Educ. Sci. 2017, 7, 42.

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