Dewey’s Evolutionary Concept of Change as Educational Growth

: This chapter discusses Dewey’s understanding of change developed in Human Nature and Conduct (1922), with particular focus on the impact of evolutionary theory on his thinking. How does Dewey define the connection between individual development and changes in society? And, centrally, what is the role of education therein? Dewey rejects the categorical division between individual and environment underpinning the two common perspectives that change begins in either the individual or the environment. He proposes a third, interactive view of change. Nardo argues in this chapter that Dewey’s “third view” is grounded significantly in his engagement with evolutionary theory. She shows how Dewey rethinks human behavior, ethics, and morality as evolving in relation to the environment rather than as fixed metaphysical principles. Dewey terms this process “growth.” The chapter shows how creating environments for growth, where the formation of intelligent habits is made possible, is central to the work of the teacher. Nardo discusses how schools can be places where albeit not ideal but at least improved circumstances can be imagined and created to direct individual and societal growth, such that the school, for Dewey, is the realm of (admittedly small) revolutions.