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John Dewey was not a philosopher of education in the now-traditional sense of a doctor of philosophy who examines educational ends, means, and controversies through the disciplinary lenses of epistemology, ethics, and political theory, or of agenda-driven schools such as existentialism, feminism, and critical theory. Rather, Dewey was both an educator and a philosopher, and he saw in each discipline reconstructive possibilities for the other, famously characterizing “philosophy... as the general theory of education”(1985, p. 338). Dewey wanted each discipline to overcome its tendency to alienate knowledge and theory from experience and reconstruct itself as an enterprise aimed at personal and collective well-being. That disciplinary ethos is articulated in this issue of Education and Cultureby authors who, like Dewey, often work at the intersection of philosophy and education and who have considered the …