ABSTRACT
Hegel (1770-1831) has played an even lesser role, reduced to occasional references to his dialectic infl uencing Marxism and Critical Theory. This is surprising considering Hegel’s infl uence in educational philosophy, championed in the US by William Torrey Harris as a model for individual rational development and involvement in social institutions leading to freedom, adopted by Susan Blow, a major force in the Kindergarten movement based in part on Hegel’s dialectic and concept of mind, and borrowed by John Dewey, who incorporated Hegel’s notions of the virtuous individual and concerns for a strong republic (see Chambliss 1960). More recently, Hegel’s continuing relevance for education has been developed in the UK by Tubbs (1996; 2005) and Tubbs and Grimes (2001).
