ABSTRACT
Ralph Waldo Emerson in 1836, critically demanded for, and from, his reader's fresh, new, different thoughts and lives. After Emerson, there are problems that seem to cry out for new thoughts and lives, new ways of thinking and new ways of living. The sense, John Dewey claimed that all genuine philosophy is philosophy of education. John Dewey's philosophy of education contains the identification of growth as the end of education, and the development of this notion of growth as a criterion for social criticism that demand attention and reconstruction today and are partial springboards for pragmatism. Democracy and Education must be thought and written anew, rebuilt for different times, addressed to and for different lives. Accordingly, Dewey's views of experience, education, inquiry, and democracy mutually imply one another. The major educational forces in our societies no longer even aim at growth, no longer hold growth as an ideal, people are not living before liberalism rather, they are living after liberalism.
