ABSTRACT
In lamenting the misguided antipathy between proponents of traditional education and advocates of progressive education, Dewey (1938) held out the possibility that, in certain cases, neither approach was educative. In making this claim, Dewey was asserting that the word education carries independent standards that experiences in schools may or may not meet. To Dewey, the important question was not whether progressive or traditional education was to be preferred, “but a question of what anything whatever must be to be worthy of the name education” (p. 91).
