"Emphasize Not What to Think, but How to Think": The Legacy of the Lippmann-Dewey Exchange on Democratic Teachings in Ontario Schools, 1938-1945

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Abstract

This paper pursues an historical analysis of rhetoric surrounding the teaching of democratic citizenship in Ontario schools, drawing on the Dewey-Lippmann debate from the early 1920s to articulate two distinct conceptions of democratic citizenship. The first, inspired by Dewey, cultivates active participation in democratic life, while the second, influenced by Lippmann, emphasizes individual responsibility to the state. The paper features "The School," an educational journal published by and for Ontario educators throughout World War II. Analysis of articles reveals the emergence of two conceptions of citizenship paralleling the language and themes of both Dewey and Lippmann. This historical perspective contributes to understanding divided citizenship rhetoric in today's Ontario curricula, offering insights for research, remedy, and repair toward just education renewal.

Author

• Theodore Michael Christou, Queen's University - Kingston