Russell and Dewey: A troubled dialogue
Enrico Bocciolesi
This paper offers a historical and comparative reading of the theoretical relationship between Bertrand Russell and John Dewey in the context of educational philosophy. Starting from the contextualisation of some of their fundamental texts, the epistemological and pedagogical differences that set them apart are highlighted: analytical rationalism versus experimental pragmatism, education as individual autonomy versus education as social practice. In the absence of direct dialogue, the comparison takes place through public writings and indirect reflections, documented in essays, letters and critiques. The final part highlights some significant convergences, intellectual freedom, critical thinking, the centrality of childhood, and the relevance of political thought that make.
Keywords
Philosophy of education, Russell, Dewey, Pedagogy, Dialogue.
