Social Reconstruction as a philosophy, stream of thought or "official program" ois often synonymous withDepression-era Progressivism. But, Social Reconstruction, unlike progressivism, enjoyed political stardom. The spirit of progressivism, atleast in terms of education, found a home in those enthusiasts who supported a child-centered perspective of education. Others, such as theessentialists viewed their progressive role as one that advanced the view of essential or basic education as the most sound approach tocurriculum and teaching. Still others, more radical in their outlook, believed that progress should be framed with questions about socialjustice and equity. Proponents of social reconstruction included Harold Rugg and George Counts, although the "movement" was rich withsupporters. To date, social reconstruction is only a by word in most texts that deal with the Progressive Era or progressive education,perhaps, because Rugg and Counts, the two most visible proponents, sought and received the political limelight, no matter how glaring. Inany event, the depths of social reconstruction have yet to be plumbed. Hence, the first book in this series will offer a comprehensivetreatment of Social Reconstruction, which include chapters that examine its proponents, political nature, and social justice programs born ofand within the tumultuous context of progressive politics.