 Peirce had some insightful things to say about pedagogy which anticipate today’s ‘inquiry-based learning’ and ‘research-led teaching’, but they are scattered across his writings (Strand 2005). The giant figure in philosophy of education is of course Dewey, who pioneered and established it as a separate sphere of study when he first assumed the chair in Philosophy at University of Chicago in 1894. Dewey’s career coincided with a period in which North America’s population was rapidly growing, industrializing and urbanizing, shifting education delivery out of the home into public institutions, and his ideas had enormous impact. Many of his suggestions derive from his vision of democracy as not merely a system of voting but the idea that every societal institution might be designed to foster maximum flourishing in every citizen. Viewed from this angle, traditional modes of schooling whereby teachers deliver an approved (often employer-sanctioned) set of facts for children to memorise count as despotic. Instead the emphasis should be on enabling children to grow from within, according to their present interests and capabilities, and become lifelong learners, although Dewey equally criticises certain romantic, ‘child-centred’ educational theorists of his day for neglecting to direct or guide the child’s interests in any particular direction (Hildebrand 2008: 127). It’s also worth noting that Dewey sees education as primarily a social not an individual process since, as noted above, he views human identity formation as irremediably social. 