 The range of issues on which Hook wrote included the redirection and reshaping of his perennial interest in philosophy of education and in the relationship between the economic structure of a society and its political institutions. In the post-War period, Hook revisited his earlier position in philosophy of education as well as his support for socialism. His later work in philosophy of education involved him in a response to the emergence in the 1960s of an educational approach that advocated relevance as the most important criterion for the educational curriculum, as well as a response to the debate between an emphasis on the Western tradition and the thesis of multiculturalism in education. Along similar lines, his reexamination of the issues raised by socialist theory was engendered by the need to respond to the evidence that had emerged, particularly by the 1980s, regarding the failure of socialist economics in diverse countries where it had been practiced. The positions that Hook advanced in these areas were generally perceived as representing a shift from his self-identification as an anti-communist democratic socialist to his arrival at a prominent place in the diverse ranks of supporters of American conservative thought. Yet Hook had remained constant to his pragmatism which sought to resolve ideological issues on the basis of a continuing and ongoing inquiry, evaluation of evidence, and appraisal of values.