Equal opportunity, education, and democracy

pp. 87-112

in: John Shook, Dewey's social philosophy, Basingstoke, Palgrave Macmillan, 2014

Abstract

SINCE ITS ORIGINS IN THE NINETEENTH CENTURY, the growth and evolution of public education in America could not go unnoticed or proceed without controversy.¹ Basic questions are now being asked about the purpose and methods of schooling, and the fundamental principles that originated for public edu­cation over 100 years ago have been challenged. A multitude of answers to these difficult and pressing questions have been emerging, from a wide variety of sectors of the public.²