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Published online by Cambridge University Press: 18 December 2020
Dewey’s ethical thought is more complex and nuanced than we have had time to disclose, and, as this epigraph indicates, democracy is dynamic and open to ongoing research, reflection, and reconstruction. Political, economic, social, and educational institutions too need reconstruction, as societal change, research, and dialogue inform people that certain social challenges are not being addressed as equitably or successfully as others. The need for a school’s or district’s transformation is merited when, for example, it is not based on the best available research, theorizing, experience, and reflection. This means that intelligent transformation cannot be rooted in fads, whether prompted by misinformed legislation, pedagogical fashion, quasi-psychology, or pseudo-philosophy. Among the great opportunities and tasks of educators, including professors, is that of collaboratively sifting through and contributing to educationally informed bodies of knowledge so that students, societies, and aspiring and practicing educators are better educated and increasing proportions of children have a reasonable opportunity to pursue a meaningful life.
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