Changes

In the 1920s Dewey engaged in a major debate with journalist Walter Lippmann (1889-1974) on the impact of the technology on democracy. Both agreed that the communications revolution had created a large and more complex world, that political and social institutions had not kept pace with the changes wrought by technology, that the masses were more susceptible to propaganda, and that modernity threatened democracy. Their critiques diverge on solutions, especially whether or not democracy could be saved. While Lippmann saw the public as unredeemable and subject to mass manipulation, Dewey thought that more public involvement in socio-political affairs was needed and that tools of mass communication could be used to this end.<ref> Walter Lippmann, ''Public Opinion'' (1922) and ''The Phantom Public'' (1925); John Dewey, ''The Public and Its Problems'' (1927)</ref>

In the 1920s Dewey engaged in a major debate with journalist Walter Lippmann (1889-1974) on the impact of the technology on democracy. Both agreed that the communications revolution had created a large and more complex world, that political and social institutions had not kept pace with the changes wrought by technology, that the masses were more susceptible to propaganda, and that modernity threatened democracy. Their critiques diverge on solutions, especially whether or not democracy could be saved. While Lippmann saw the public as unredeemable and subject to mass manipulation, Dewey thought that more public involvement in socio-political affairs was needed and that tools of mass communication could be used to this end.<ref> Walter Lippmann, ''Public Opinion'' (1922) and ''The Phantom Public'' (1925); John Dewey, ''The Public and Its Problems'' (1927)</ref>

In his writings from the 1920s and 1930s, Dewey placed his concept of participatory democracy in opposition to both classical liberalism and the technocratic elitism of his contemporary, [[Walter Lippmann]] (1889-1974). Whereas classical liberalism saw in democracy the means for reconciling individual interests, Dewey upheld democracy precisely because the communication that it fostered enabled the individual to identify and understand his interests within a moral framework. In practice, however, Dewey found in the individualist assumptions behind classical liberalism the strongest arguments against leaving policy decisions in the hands of Lippmann's "responsible administrator."<ref> Matthew Festenstein, "The Ties of Communication: Dewey on Ideal and Political Democracy," ''History of Political Thought'' 1997 18(1): 104-124. 0143-781x </ref>  

In his writings from the 1920s and 1930s, Dewey placed his concept of participatory democracy in opposition to both classical liberalism and the technocratic elitism of Lippmann. Whereas classical liberalism saw in democracy the means for reconciling individual interests, Dewey upheld democracy precisely because the communication that it fostered enabled the individual to identify and understand his interests within a moral framework. In practice, however, Dewey found in the individualist assumptions behind classical liberalism the strongest arguments against leaving policy decisions in the hands of Lippmann's "responsible administrator."<ref> Matthew Festenstein, "The Ties of Communication: Dewey on Ideal and Political Democracy," ''History of Political Thought'' 1997 18(1): 104-124. 0143-781x </ref>  

Dewey feared that the growth of specialization would cause the fragmentation of both knowledge and the intellectual community. Dewey opposed leadership by social scientists, believing they would alienate people and keep them from participating in the democratic process. Instead, he put his faith in the creation of an educated public, whose individualism would give way to common interests, resulting in a political environment within which social issues could be discussed, debated, and decided.  

Dewey feared that the growth of specialization would cause the fragmentation of both knowledge and the intellectual community. Dewey opposed leadership by social scientists, believing they would alienate people and keep them from participating in the democratic process. Instead, he put his faith in the creation of an educated public, whose individualism would give way to common interests, resulting in a political environment within which social issues could be discussed, debated, and decided.

==Progressive Education==

==Progressive Education==