ABSTRACT
On the American scene, there was a sharp change in the philosophy of education that was manifest at least by the late 1950s. It consisted in a shift from what was to a great extent either a Deweyan-centered outlook (whether in acceptance or attack) or an outlook identified in terms of one or another large-scale philosophical system, to a newbroom analytical model. In part it was tied to some effort of rapprochement between academic and educational philosophy, bringing to the latter the mood that was in the ascendant in the former.
