Abstract

This article addresses some methodological questions that are at stake in assessing the influence of the ideas of John Dewey on the renewal of European education in the twentieth century, using examples from the history of Dutch education. It is argued that in this kind of research the focus should not be on the process of influence as such, but rather on the activity of reception. This, in turn, requires a contextual reconstruction of the interaction between Deweyan ideas and practices and existing ones. The case studies presented in this article exemplify the more general methodological observations. They not only provide an insight in the role of Deweyan ideas and practices in the development of Dutch education but also make clear for what reasons, mostly unrelated to the significance of Dewey’s work, these ideas and practices did not have any lasting influence on the development of Dutch education, both on the level of early childhood education and primary and secondary schools.