| Dewey's influence on educational thought and practice has been global in scope and century-long in duration. During his lifetime he visited and lectured in Japan (1919), China (1919–1921), Turkey (1924), Mexico (1926), and the Soviet Union (1928), and his ideas shaped educational reform movements in each of these countries. His visit to China, where he lectured for two years at Peking National University and other institutions, was particularly consequential: his Chinese students — including Hu Shih and Guo Bingwen — became leaders of the New Culture Movement, and his influence on Chinese educational thought persisted through the twentieth century. In Turkey, he was invited by Mustafa Kemal Atatürk's government to advise on the reform of the national education system, and the report he produced remains a historical document of the first importance. Within the United States, his ideas generated the progressive education movement of the 1920s and 1930s, shaped the child-centred curriculum reforms of the 1960s and 1970s, and continue to inform standards-resistant educators, project-based learning advocates, and social justice educators today. [[paulo_freire|Paulo Freire]]'s dialogical pedagogy, with its insistence that students must be active subjects of their own learning and that education must engage the learner's experience of the world, carries strong Deweyan resonances, as does the constructivist tradition in mathematics and science education stemming from [[jean_piaget|Jean Piaget]] — despite the significant differences between Dewey's social-interactional and Piaget's biological-individual conceptions of cognitive development. Dewey's enduring significance lies in his refusal to accept the dualisms — mind and body, individual and society, theory and practice, school and life — that impoverish education when left unchallenged, and in his insistence that education at its best is not preparation for life but the fullest possible living of it. The sustained vitality of this legacy is confirmed by a recent bibliometric mapping of Dewey's scholarly footprint across more than eight decades of international research: Hoang and Hoang (2025), analysing publication patterns, citation networks, and keyword co-occurrences across thousands of works in //Teaching and Teacher Education//, document how Dewey's ideas have continuously generated new clusters of inquiry — from progressive curriculum theory and teacher education through democratic pedagogy and experiential learning — while his influence has simultaneously widened geographically and deepened thematically in the period since 2000. | Dewey's influence on educational thought and practice has been global in scope and century-long in duration. During his lifetime he visited and lectured in Japan (1919), China (1919–1921), Turkey (1924), Mexico (1926), and the Soviet Union (1928), and his ideas shaped educational reform movements in each of these countries. His visit to China, where he lectured for two years at Peking National University and other institutions, was particularly consequential: his Chinese students — including Hu Shih and Guo Bingwen — became leaders of the New Culture Movement, and his influence on Chinese educational thought persisted through the twentieth century. In Turkey, he was invited by Mustafa Kemal Atatürk's government to advise on the reform of the national education system, and the report he produced remains a historical document of the first importance. Within the United States, his ideas generated the progressive education movement of the 1920s and 1930s, shaped the child-centred curriculum reforms of the 1960s and 1970s, and continue to inform standards-resistant educators, project-based learning advocates, and social justice educators today. [[paulo_freire|Paulo Freire]]'s dialogical pedagogy, with its insistence that students must be active subjects of their own learning and that education must engage the learner's experience of the world, carries strong Deweyan resonances, as does the constructivist tradition in mathematics and science education stemming from [[jean_piaget|Jean Piaget]] — despite the significant differences between Dewey's social-interactional and Piaget's biological-individual conceptions of cognitive development. Dewey's enduring significance lies in his refusal to accept the dualisms — mind and body, individual and society, theory and practice, school and life — that impoverish education when left unchallenged, and in his insistence that education at its best is not preparation for life but the fullest possible living of it. The sustained vitality of this legacy is confirmed by a recent bibliometric mapping of Dewey's scholarly footprint across more than eight decades of international research: Hoang and Hoang (2025), analysing publication patterns, citation networks, and keyword co-occurrences across thousands of works in //Teaching and Teacher Education//, document how Dewey's ideas have continuously generated new clusters of inquiry — from progressive curriculum theory and teacher education through democratic pedagogy and experiential learning — while his influence has simultaneously widened geographically and deepened thematically in the period since 2000. |
| * Hoang, G. Q.-A., & Hoang, A.-D. (2025). Bibliometric mapping of John Dewey's educational legacy: Global patterns in scholarly discourse, 1942–2025. //Teaching and Teacher Education//, 161. [[https://doi.org/10.1016/j.tate.2025.104942|https://doi.org/10.1016/j.tate.2025.104942]] | * Hoang, G. Q.-A., & Hoang, A.-D. (2025). Bibliometric mapping of John Dewey's educational legacy: Global patterns in scholarly discourse, 1942–2025. //Teaching and Teacher Education//, 161. [[https://doi.org/10.1016/j.tate.2025.105265|https://doi.org/10.1016/j.tate.2025.105265]] |
