Abstract

Writers on John Dewey from the field of adult education wrongly rely on books Dewey wrote on the education of children. They ignore his writings on adult education. They need to pay attention to his later general philosophy, including his esthetics. ;Dewey's speech in 1902, "The School as a Social Centre," represents the first description of the modern adult education movement. This description of adult education, Dewey's first, can be called his "lifelong learning" model. Jane Addams deserves credit for establishing Hull House, where the education Dewey described took place. The thesis also demonstrates that in 1902 the social centre movement, about which Dewey spoke, was larger and more varied than historians have thought. ;In 1937 Dewey developed a second model for adult education. It can be called the "creative community." In the creative community, schools would be much smaller and less ubiquitous. In their place society would offer overlapping, decentralized, democratic, cooperative communities designed to promote creativity in individuals. ;Dewey's involvement with adult education from 1902-1937 is discussed. Highlights include: Dewey's connection to community education during the Roosevelt administration; his work in Mexico, Turkey, China, and Russia, related to adult education; and his involvement in topical issues such as literacy, pensions, and vocational education. ;To understand changes in Dewey's ideas from 1902-1937 the thesis offers an original analysis of revisions in Dewey's book How We Think 1910, revised in 1933. The change in emphasis, rooted in Dewey's developing esthetics, is from problem solving to meaning creation, and from responsive educational institutions to a creative community. ;Dewey's wider philosophy, especially his use of the terms 'meaning' and 'community', are also indicative of the evolution of his ideas. The impact of these ideas on schools, teachers, students, and curriculum are discussed. The direction of change is away from reliance on traditional institutions and toward decentralized learning and teaching, and toward blending of education with community life. Such a community, beyond transforming lifelong education, is seen by Dewey as being a foundation for a vital democracy in the United States