All three aspects have been of fundamental importance for philosophy, the humanities, the social sciences, and education in the twentieth century and they are still relevant today. If we recall the expositions given in the three preceding parts of our book, we can say that the necessary reconstruction should connect productively as well as critically with the cultural, constructive, and communicative turns that Dewey’s philosophy of education has already taken. However, especially with a philosopher like Dewey, who emphasized so much the necessary cultural, historical, and social contexts of education, we should at the same time take substantial steps to combine Deweyan pragmatism with more recent theoretical developments that respond to changes in our life and times. Hence, these ideas can still provide valuable orientations and guidance. In many respects, Dewey’s groundbreaking introduction of a cultural, constructive, and communicative approach to democracy and education has started a turn that has yet to be fully completed.
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