Dewey, the Ethics of Democracy, and the Challenge of Social Inclusion in Education

Human development, human rights, and social inclusion are currently among the main challenges for democratic life. John Dewey understood democracy not only as an individual and social task but also as a moral commitment to human growth deeply related to education. He identified reflective inquiry as both the backdrop of moral agency (in the form of reflective morality) and the method of social reconstruction aimed at assuring social justice and social inclusion through a shared understanding and exploration of individual and collective problems. Moreover, he advocated for new relationships between industry, schools, and society, envisaging the crucial role of education in the development of more inclusive societies. Dewey’s approach suggests significant guidelines for contemporary democratic education in times of anxiety, disaffection, and distress since his insights anticipated crucial issues within current economic and sociopolitical debate on human and social growth and development.