The essay concludes by suggesting that learning from both Dewey and Bourne prompts us to get beyond the former’s public/private dualism to realize what he called the “Great Community” by communicating and practicing the Commons. The article suggests Dewey’s relevance as a public intellectual in the liberal-progressive press, his view of the State and some of his related presuppositions produced a tension in his thought, delimiting democratic possibilities while simultaneously pointing toward greater democratic potentials.

Borrowing insights from Randolph Bourne, who used Dewey’s own ideas to criticize his mentor’s influence on intellectuals who supported US involvement in World War I, the analysis explores the contradictions within Dewey’s public pedagogy. While each of John Dewey’s works focus on one particular philosophical theme, he included his major themes in most of what he published. Taking media as a mode of public pedagogy, and drawing extensively from Dewey’s Democracy and Education, as well as from his book The Public and its Problems, the article explores the relationships between communication, education and democracy using the expanded conceptions of all the aforementioned advanced by Dewey. Democracy and Education was John Dewey’s 1916 work on progressive education. Abstract: This article draws from John Dewey’s philosophy of education, ideas about democracy and pragmatist assumptions to explain how his articles for The New Republic functioned pedagogically. In John Dewey and American Democracy, Robert Westbrook chronicles the development of Dewey’s thinking from his initial disenchantment with idealist metaphysics in the late 1880s to his formulation of pragmatic naturalism which culminated in a volume, written in collaboration with some of his colleagues, entitled Studies in Logical Theory.

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