Abstract
ABSTRACTJohn Dewey's lifelong quest for a worthy education was characterized by a fervor for collapsing false dualisms. One such dualism — that between traditional and progressive education — led him to embrace a vision of the teacher as interpreter and guide of the student. Notwithstanding Dewey's emphasis on the salient role of interpretation, there are no comprehensive accounts that explain how Dewey envisioned this very interpretive task that teachers are expected to undertake. In response to this lack, A. C. Nikolaidis draws from the corpus of Dewey's work to reconstruct a Deweyan “theory of interpretation.” This theory brings together hermeneutic elements in Dewey's work — akin to those of Hans‐Georg Gadamer — and his commitment to scientific experimentalism. In doing so, it presents a new perspective on the way we think of Dewey's relation to Continental philosophy, extending similar contemporary scholarship such as Paul Fairfield's. Moreover, it provides important insights on Dewey's pedagogy as this relates to classroom practices, curriculum development, and more.
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