Richard Pring retired from being the first Professor of Educational Studies, and Director of the Department, at the University of Oxford, UK, in 2003 after 14 years. After retirement he was Lead Director of the £1 million Nuffield Foundation review, whose report Education for All: the future of education and training for 14-19 year olds was published in 2009. His most recent book, Life and Death of Secondary Education for All, has followed up the review.

Its greatest success is in bringing the lens of Dewey's philosophy to current educational problems. Through Pring's studied lens we see two images clearly: the piteous one a society that neither respects nor even particularly likes children and a hopeful one of a pair of educational philosophers, Pring and Dewey, who do.

• Series Editor's PrefaceForewordIntroduction: Genesis and Nature of the BookPart I: Intellectual Biography 1. Dewey: The Man, his Life, his Writings and his BequestPart II: Critical Exposition of Dewey's Work 2. Educational Aims3. Experiencing, Making Sense, Knowing and Inquiring4. Child-centred Education5. Curriculum: Logical and Psychological Aspects6. Community and the Individual: Democracy and EthicsPart III: Philosophical Underpinnings7. Pragmatism: Meaning, Truth and ValuePart IV: A Philosopher of Education for our Time?8. Current Problems and Dewey's 'Would-be Response'BibliographyIndex

Richard Pring retired from being the first Professor of Educational Studies, and Director of the Department, at the University of Oxford, UK, in 2003 after 14 years. After retirement he was Lead Director of the £1 million Nuffield Foundation review, whose report Education for All: the future of education and training for 14-19 year olds was published in 2009. His most recent book, Life and Death of Secondary Education for All, has followed up the review.

Its greatest success is in bringing the lens of Dewey's philosophy to current educational problems. Through Pring's studied lens we see two images clearly: the piteous one a society that neither respects nor even particularly likes children and a hopeful one of a pair of educational philosophers, Pring and Dewey, who do.

• Series Editor's PrefaceForewordIntroduction: Genesis and Nature of the BookPart I: Intellectual Biography 1. Dewey: The Man, his Life, his Writings and his BequestPart II: Critical Exposition of Dewey's Work 2. Educational Aims3. Experiencing, Making Sense, Knowing and Inquiring4. Child-centred Education5. Curriculum: Logical and Psychological Aspects6. Community and the Individual: Democracy and EthicsPart III: Philosophical Underpinnings7. Pragmatism: Meaning, Truth and ValuePart IV: A Philosopher of Education for our Time?8. Current Problems and Dewey's 'Would-be Response'BibliographyIndex