German Readers of Dewey – Before 1933 and After 1945

Few pedagogical theories and practices have met with such strongreactive ambivalence in Germany as Dewey's. As it contained theideas of democracy and pragmatism it clashed with the monarchial andidealistic patterns of school-practice and pedagogic theory right fromthe beginning. On the other hand, reformists of all kinds wereoverwhelmed with enthusiasm. But even in the democratic phases of political development this ambivalence continued. The traditionof setting metaphysical and religious backgrounds stood in the way of a free examination of Dewey. Therefore, the reception has, upuntil now, been signed by mistakes and misinterpretations, but also by a minority of fruitful debates
Keywords Philosophy   Philosophy of Education   Education   Testing and Evaluation   Theory of Education
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DOI 10.1023/A:1005207714036
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