Abstract
In this essay Michael Eldridge maintains that Frank Margonis has in a recent article ill-advisedly speculated about John Dewey's pedagogy, suggesting that his “racialized visions” of students and classroom communities involve a “false universalism” that is problematic for our multicultural society. Based on this understanding, Margonis concludes that we need to seek an alternative to Dewey's educational philosophy. Eldridge strongly disagrees with this conclusion, arguing that assessing Dewey's philosophy and pedagogy is not a matter for speculation but should instead be based on the extensive documentation and research that is readily available. Eldridge focuses in this essay on documenting Margonis's speculations regarding Dewey's theory and pedagogy, and then offering an alternative reading of Dewey's writings as well as scholarship about Dewey's life and work. Ultimately, Eldridge argues that a wholesale abandonment of Dewey's educational approach is unnecessary and would be misguided.
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