# Education as National and as Social explained — Democracy and Education

> Chapter companion for Democracy and Education by John Dewey.

## What happens

This chapter examines the tension between nationalistic and cosmopolitan aims in education, arguing that the meaning of education as a social process depends on the kind of society envisioned. It traces the historical shift from individualistic, humanitarian ideals to state-controlled national education systems, particularly in Germany after the Napoleonic wars, and critiques the resulting subordination of education to narrow national interests. Dewey calls for a democratic educational ideal that transcends class divisions and national boundaries, promoting cooperative human pursuits and equality of opportunity.

## Themes in this chapter

### Social Function of Education

Education is defined as a social process whose meaning depends on the kind of society envisioned; the chapter contrasts nationalistic and democratic social aims.

### Democracy and Education

The democratic ideal requires education to overcome class divisions and national exclusivity, promoting equality and cooperative human ends.

### Critique of Traditional Curriculum

Dewey calls for modification of traditional ideals of culture, subjects, and methods to retain all youth under educational influence for economic and social mastery.

## Character check-ins

### Pestalozzi

Mentioned as an experimenter who saw the need for state support to realize the new educational ideal.

### Kant

Quoted for his individual-cosmopolitan view of education as the process by which man becomes man, and his fear of state-controlled education.

### Plato

Referenced for his ideal of equating individual realization with social coherence, but constrained by a stratified class society.

## Key lines

> The conception of education as a social process and function has no definite meaning until we define the kind of society we have in mind.

The idea of education as a social function is meaningless without specifying the type of society it serves.

_Opens the chapter, establishing the central thesis that educational aims are relative to social context._

> Is it possible for an educational system to be conducted by a national state and yet the full social ends of the educative process not be restricted, constrained, and corrupted?

Can a state-run education system avoid limiting or distorting the true social purposes of education?

_Poses the key problem of reconciling national control with democratic and universal educational aims._

> The democratic ideal of education is a farcical yet tragic delusion except as the ideal more and more dominates our public system of education.

Without the democratic ideal guiding public education, the promise of democracy becomes a cruel joke.

_Emphasizes the urgency of aligning educational practice with democratic principles._

## Links

- HTML: https://www.betterreads.online/discover/democracy_and_education_se/chapters/v-education-as-national-and-as-social
- Book: https://www.betterreads.online/discover/democracy_and_education_se
- All chapters: https://www.betterreads.online/discover/democracy_and_education_se/chapters