ABSTRACT
This chapter draws heavily on Deweyan work, his conception of education, subject, thinking and imagination. It begins by introducing the Deweyan account of thinking, knowledge and subject. Working in the light of the scholars, in what follows the chapter analyzes the "disquieting side" of Dewey's thought, remaining faithful to pragmatist principles, the chapter attempts to argue the consequences of such an emphasis on the Deweyan conception of thinking, knowledge and education. Dewey repositions educational, intentional agency away from control and mastery in the direction of growth and openness. The chapter argues that when analyzing Deweyan work, reflective thought and knowledge need to be understood in relation to their origin; they are a means that human beings have developed to face their fragile and uncertain condition. Human beings, in the Deweyan account, are the more fragile and exposed creatures of nature. The chapter also argues how Dewey frames thinking and knowledge as uncertain human responses to a perilous and awful world.
