John Dewey, through his philosophy, pedagogy and social commentary was to lead America into a daily practice of unchaperoned inquiry, into issues of epistemology and morality, through a methodology called pragmatism. The systemic framework erected for his philosophy provided for unity through inclusiveness, and for expression through use of his pragmatic language. "'How can one grant individuality to man in freedom, free from coercion, without reaping a harvest of extreme and disruptive behavior?' That is the question that animates this earnest and searching critique of John Dewey's philosophy -- a critique that ranges across all aspects of Dewey's pragmatism, from epistemology to education. The result is a book that is as remarkable for its fair-minded attempt to grasp the nuances of Dewey's thinking as for its indictment of his malign influence on public education in America." -- Richard Dagger, University of Richmond Great ideas, and great reforms, play themselves out over time with immense consequences, often unforeseen by the reformer. So it has been with John Dewey's reforms of American education. The particular contribution of J. D. Stewart is that he gives us testimony from the front lines, from many years experience teaching in the schools, about the impact of Dewey's ideas and reforms, and he is able to show us, from close study of Dewey's works, and his experience in the 'trenches' why the unintended consequences of Dewey's ideas and reforms was to make America's schools fail those who depend most on education to salvage their lives and hopes. William R. Marty, Emeritus Professor of Political Science, University of Memphis