Abstract

Besides Ch. S. Peirce and W. James, John Dewey is known not only as the founder of classical American pragmatism, but also by his key contribution to the development of modern reform pedagogy, as well as the contribution to legitimizing the democratic social model, which has since become known even outside the academic context of education. The following article will systematically detect, from the action-theory perspective, the implicit relation between his concepts of pragmatism, pedagogy and democracy, as well as the maneuvering space or limitations in the present which arise from it. Due to the above, in the center of attention comes the issue of successful life practice, mirrored in Dewey’s plaidoyer for the abolition of classical dualism of theory and practice on social, political, ethical and scientific level