 It is probably fair to say that, around the world, Dewey remains as well know for his educational theories (see  entry on philosophy of education, section Rousseau, Dewey, and the progressive movement)  as for his philosophical ones. However, a closer look at Dewey’s body of work shows how often these theories align. Dewey recognized this, reflecting that his 1916 magnum opus in education, Democracy and Education (DE, MW9) “was for many years that [work] in which my philosophy, such as it is, was most fully expounded” (FAE, LW5: 156). DE argued that philosophy itself could be understood as “the general theory of education”. In lieu of philosophy’s increasing tendencies to become hyper-specialized and technical, he urged a greater investment in the problems affecting everyday life. In effect this was a call to see philosophy from the standpoint of education. Dewey wrote,