19 世紀末到20 世紀上半葉，是美國社會變遷最劇烈的時期，進步主義教育因應著現代社會的需求而誕生，著名哲學家杜威則是迅速成為此運動的精神領袖。本文從杜威哲學的發展過程及其所描繪的教育願景出發，以「進步」概念的多層涵意為論述軸心，旨在釐清杜威學說與其他進步主義教育思想派別間的重大差異。研究發現杜威的確與其他派別在某些方面抱持相似主張，如拒斥
傳統教育、提倡手工訓練、重視兒童自由、建立教育科學、參與社會重建。但由於杜威對教育的性質及力量有著更深刻的瞭解，他的教育藍圖更加強調經驗成長、科學方法、與民主目標――這三者是其他派別無法統整良好甚至未曾顧及的

From the 1890s to the 1950s, the American society went through a dramatic
transformation. Progressive education was born in response to the needs of modern society, and the renowned philosopher John Dewey quickly rose to leadership in the great movement. Starting with the development of Dewey’s philosophical career and the insights shown in his educational theory, this study employed the multiple meanings of “progress” to clarify the major differences between Dewey and various factions within progressive education. It was found that Dewey indeed held certain
views similar to those of other progressive educators, such as rejecting traditional education, advocating manual training, emphasizing the child’s freedom, establishing a science of education, and participating in social reconstruction. However, owing to his much deeper understanding of the nature and power of education, Dewey put remarkable stress on experiential growth, scientific methods, and democratic goals in
education, which others could hardly integrate well or even imagine.