Although John Dewey''s ideas have been of central interest in
Anglo-Saxon philosophy and history of education, it is only recently
that similar interest has developed in continental Europe.

Deweyan philosophy of education has had to pass through national
filters, which meant that it was received in national contexts of
reform. The German Dewey'' was differently construed to the French,
Italian, or English Dewey. This seems to change after 1989 (and the
fall of socialist education) when interest in Dewey increased. The new
political and philosophical interest in Dewey has to do with the
lost alternative socialism'', and thus with the opening of
Eastern Europe and the new problems of education within a worldwide
community.

This volume stresses two points. The original interest of European
education in Dewey will be presented in case studies, concerning
different national contexts and thus different Dewey''s. What can be
called the renewal of interest will be argued from different sides. It
is our intention to show that today''s interest in Dewey is not the
remake of the reception within the different camps of progressive
education.

This volume will be of interest to philosophers of education,
historians of education, and people engaged in the philosophy, history
and the reception of Dewey.