The transformation of American public education over the past century owes much to one man: John Dewey. Hailed by many as the “father of modern education,” Dewey’s influence reshaped classrooms from centers of classical learning into instruments of social conditioning. While progressives credit him with democratizing education, a Christian evaluation exposes a more troubling legacy—one that undermines truth, absolutes, and the moral foundations vital to both learning and society.
Dewey’s Philosophy: Pragmatism and Secular Humanism
Dewey was a leading proponent of pragmatism, a philosophy that evaluates truth based on outcomes and usefulness, not on fixed or eternal principles. He also co-authored the Humanist Manifesto I (1933), a bold declaration that rejected belief in God and divine revelation, promoting instead a secular and materialistic worldview.
From the outset, Dewey sought to remove metaphysical foundations from education. According to him, schools should not teach children what is true or morally right in any absolute sense. Instead, education should equip students to adapt to ever-changing social environments. In Dewey’s words, “There is no God and there is no soul. Hence, there are no needs for the props of traditional religion.”
This view stands in stark contrast to the biblical foundation of knowledge: “The fear of the Lord is the beginning of wisdom” (Proverbs 9:10). Dewey’s model uprooted that foundation and replaced it with shifting sands.
From Truth to Socialization: The Shift in Educational Goals
Before Dewey, American education—particularly in its early colonial and Christian expressions—emphasized literacy for the purpose of knowing God’s Word and developing moral character. The New England Primer and McGuffey Readers reinforced biblical morality, self-government, and civic virtue.
Dewey replaced this with a vision of education centered on social efficiency and experiential learning. In place of moral formation, students would be shaped into instruments of democratic conformity and progressivist values. Schools became laboratories of social reform rather than guardians of truth.
By abandoning the goal of forming virtuous citizens, Dewey shifted the purpose of education from discipline to adaptability, from truth to utility, and from transcendence to social consensus. The consequence has been a classroom devoid of moral anchor.
The Fruit: Moral Relativism and Intellectual Decay
Dewey’s vision has now borne generations of fruit—much of it rotten:
- Truth is subjective: Students are encouraged to form their own “truths,” detaching knowledge from absolutes.
- Discipline is oppressive: Classroom order and moral restraint are often viewed as hindrances to self-expression.
- Religion is private or excluded: Public schools exclude biblical instruction and even basic acknowledgment of divine authority.
- Social activism replaces learning: Classrooms often promote political agendas aligned with progressive causes over historical literacy or critical thinking.
The Apostle Paul warned of such an approach: “Claiming to be wise, they became fools” (Romans 1:22). When education removes God from its center, wisdom becomes folly, and liberty gives way to indoctrination.
The Christian Response: Reclaiming Education for Christ
Christians must not retreat from the educational battlefield. Instead, we must recognize that:
- Education is inherently religious. It reflects a worldview, either rooted in the fear of God or the exaltation of man.
- Parents bear the primary responsibility for the instruction of their children (Deuteronomy 6:6–7; Ephesians 6:4), not the state.
- Christian schools and homeschooling offer crucial alternatives that affirm truth, discipline, and biblical values.
- Local involvement in school boards, curriculum reviews, and policy battles is essential to shine light in dark places.
Conclusion
John Dewey’s legacy is not merely academic—it is spiritual. By severing education from its biblical roots, he opened the door to secularism, relativism, and moral confusion in American public schools. As Christians, we must expose this legacy, proclaim Christ as the foundation of all wisdom, and work diligently to rebuild education on eternal truths.
John Dewey is not directly responsible for the state of education today, but he laid the groundwork through promotion of his progressivist, pragmatist worldview, which rejected God and Scripture as authoritative.
The critical (woke) pedagogy of today’s public school environment built upon this foundation. See the video by Dr. Thomas Korcok entitled “John Dewey, Should We Even Mention His name?”.
Let us remember the words of Christ: “Everyone who hears these words of mine and does them will be like a wise man who built his house on the rock” (Matthew 7:24). Education built on anything less will crumble. And sadly, much of it already has.
S.D.G.,
Robert Sparkman
rob@christiannewsjunkie.com
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RC Sproul discusses the philosophy of pragmatism. Pragmatism has affected the development of the American education system. John Dewey relied upon this worldview for his approach towards education.
This video by Dr. Thomas Korcok entitled “John Dewey, Should We Even Mention His name?” is excellent. Dr. Korcok is apparently a member of the Lutheran Church – Missouri Synod (LCMS) which remains relatively orthodox today, unlike some of the other Lutheran denominations. He is careful to distinguish between the effects of John Dewey’s ideology and the Neo-Marxist ideology of today’s public schools and the critical pedagogy that accompanies it.
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