Dewey's ideas were slower to be accepted in Britain than elsewhere. Reasonsfor this are considered under four headings: pedagogical, epistemological,social and political. Of these, only the pedagogical ideas elicited a modicumof support in the first half of the century. Developments after 1960,however, led to widespread implementation of Dewey's principles mainly inthe primary education sector.
This article argues that Rousseau's endorsement of male domination and his illiberal views of rape, punishment and the education of women have been seriously underestimated by twentieth century commentators who tend to produce expoisitions of his work that evade, ignore or marginalise this 'darker side' of his educational philosophy.