An 'Undeniable' and 'Disastrous' Influence? Dewey and English Education (1895-1939)

This article focuses on the educational theories and practices of the American pragmatist philosopher, John Dewey, and their reception in England between 1895 and 1939. It takes issue with the notion of influence and its usage in the History of Ideas and points to the many critiques it has been exposed to. Adopting Quentin Skinner's approach to the definition of influence, prevailing accounts of Dewey's impact on the English education system are found to be misleading. An alternative account that highlights the contribution of J.J. Findlay and his sister Maria in introducing Dewey to an English audience is presented and the role played by Dewey's educational thought in the transformation of the Froebelian pedagogy is emphasised. Other readings of Dewey by English educationalists are discussed in order to show the nature of their reception but also how small was the circle that made reference to Dewey in their work.