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EDUCATION, EXPEDIENCY, AND DEMOCRATIC DILEMMAS IN WAR TIME: INSIDE THE DEWEY-BOURNE DEBATE

In one of the most significant debates in U.S. intellectual history, John Dewey and Randolph Bourne attempted to redefine the relationship between democracy and war in the midst of World War I. This essay argues that the Dewey-Bourne debate is not just a vital dispute over the United States’ role in the war and the world, but that it also must be seen as a crucial moment for understanding fractures in progressive politics and debates over projects that presume to cultivate an educated citizenry. Focusing on Dewey and Bourne's developing ideas from 1914 through 1918, with an emphasis on concepts evolving in and from Dewey's Democracy and Education and Bourne's cultural criticism, the essay explores their core disagreements about the relationship between education and progressive reform, the role of intellectuals in the state, the consequences of intervention in the war and the use of force, and democratic citizenship in national and international contexts. This essay provides insights into the boundaries and pitfalls of liberal politics in the early twentieth century; it argues that this debate reveals a central ambiguity in Dewey's thought, and shows how wartime expediency and potential for progressive influence derailed aspects of the Deweyan project of democratic education.