 Still, of these two approaches, Dewey tilted more strongly against the high value placed by traditionalists on discipline and memorization. While recognizing the legitimacy of conveying content (facts, values), Dewey thought it paramount for schools to eschew indoctrination. Educating meant incorporating, with a wide berth for personal freedom, unique individuals into a changing society which—this had to remain clear—would soon be under their dominion. This is why who the child was mattered so very much. Following colleague and lifelong friend G.H. Mead, Dewey argued that any child’s “self” was an emerging construct of social and personal experiences, so no child’s deeds, words, or interests could be isolated from their social context. Insofar as these were facts of social psychology, schools had to become micro-communities to best reflect children’s growing interests and needs. “The school cannot be a preparation for social life excepting as it reproduces, within itself, the typical conditions of social life” (“Ethical Principles Underlying Education”, 1897a, EW5:  61–62).[33]