John Dewey was one of the most influential American philosophers of his time and also one of the most prolific, with about forty books and 700 articles to his credit. When this book was originally published in 1977 Dewey's work, with the exception of his important contributions to the philosophy of education, had suffered an unwarranted scholarly neglect and remained little known outside the USA. This present volume helped redress this balance.

The collection presents Dewey's views on such topics as the theory of knowledge, interests, language and expereince, the self in action, democracy and education and the philosophy of education. It also critically evaluates Dewey's thought with a view to making explicit what is acceptable and unacceptable in it to contemporary thinkers.

In recent years a number of popular books have savaged religion arguing it is a dangerous delusion that poisons human societies and relationships. This is but the most recent manifestation of a secularising agenda that has been sweeping contemporary democratic societies since the Enlightenment. This book pushes back against that agenda, examining its key assumptions and arguing that the exclusion of religious people and ideas from education and the public square is both undemocratic and unwise. For the most part the book draws arguments and examples from Christianity, the religious tradition of the authors, but it recognises that many religions share the concerns and possibilities examined. The book examines contemporary expressions of the secularising agenda in Western democracies with particular focus on how that is played out in education. It demonstrates how republican theory understood within a faith perspective provides a shared understanding and substantive basis for education within a Western democracy. It explores the historical connections and disconnections between religion and civic life in the West from ancient to contemporary times and examines religiously based civic action and pedagogical approaches contending both have the potential to contribute greatly to democracy. It will be of value to any who are interested in exploring how democracies can include the voices of all their citizens: the religious and the secular.

Democracy and Education Reconsidered highlights the continued relevance of John Dewey’s Democracy and Education while also examining the need to reconstruct and re-contextualize Dewey’s educational philosophy for our time. The authors propose ways of revising Dewey’s thought in light of the challenges facing contemporary education and society, and address other themes not touched upon heavily in Dewey’s work, such as racism, feminism, post-industrial capitalism, and liquid modernity. As a final component, the authors integrate Dewey’s philosophy with more recent trends in scholarship, including pragmatism, post-structuralism, and the works of other key philosophers and scholars.

This volume provides an authoritative edition of Dewey's The Quest for Cer­tainty: A Study of the Relation Between Knowledge and Action. The book is made up of the Gifford Lectures deliv­ered April-May 1929 at the University of Edinburgh. Writing to Sidney Hook, Dewey described this work as "a criti­cism of philosophy as attempting to at­tain theoretical certainty." In the Philo­sophical Review Max C. Otto later elaborated: "Mr. Dewey wanted, so far as lay in his power, to crumble into dust, once and for all, 'the chief fortress of the classic philosophical tradition."

This set of 21 volumes, originally published between 1955 and 1997, amalgamates several topics on the philosophy of education, with a particular focus on religious education, curriculum studies, and critical thinking. This collection of books from some of the leading scholars in the field provides a comprehensive overview of the subject and will be of particular interest to students of philosophy, education and those undertaking teaching qualifications.