 In many articles and books (“My Pedagogic Creed”, 1897b, EW5; The School and Society, 1899, MW1; Democracy and Education, 1916b, MW9; Experience and Education, 1938b, LW13, etc.) Dewey developed an interactional model to move beyond that debate. He refused to privilege either child or society. While Romantics correctly identified the child (replete with instincts, powers, habits, and histories) as an indispensable starting point for pedagogy, Dewey argued that the child cannot be the only starting point. Larger social groups (family, community, nation) also have a legitimate stake in passing along extant interests, needs, and values as part of an educational synthesis.