ABSTRACT
This chapter describes the deliberative aspects of the Prussian reform model and explains how historical circumstances enabled the establishment of Didaktik as an academic field. The search for an anthropological explanation of Bildung led to a combination of philosophy and history in determining the curriculum and Didaktik as core dimensions of school organization. The chapter examines how the reception of the German tradition in the United States and Europe during the early twentieth century, through the works of John Dewey, developed new perspectives that emphasized observing the child within the school context. In relation to teaching, Dewey argued that reachable goals are also important, even though the overall goal should be open-ended in terms of purpose and function. Dewey's thoughts are congruent with the classical idea of public Bildung in the sense that institutional practices are considered a prerequisite to accomplishing educational purposes and goals.
