ABSTRACT
The revolution in educational philosophy and theory occurs around the sixth decade of the last century be consider as a fairly international attempt drawing on the insights and achievements of modern analytical philosophy to bring greater conceptual clarity to academic and professional reflection on the nature of education, teaching and schooling. The course of a decade of attendance at American Philosophy of Education Society (PES) conferences, where Dewey is mostly regarded as God, it was quite common to hear consecutive papers on the educational thought of this philosopher in which quite different, often flatly contradictory and accounts of his views were paraded. This chapter presents the assessment of the influence of Dewey on Pring with two main points. First, Dewey's pragmatist reduction of the rich range of human inquiry to the solution of problems of human evolution. Second, Pring's prolific and generally valuable output that the actual influence of Dewey on his work has widespread or significant.
