Abstract
In an article comparing John Dewey and Lev Vygotsky, Glassman (2001, pp. 3–14) emphasized the profound differences that he believes separate the two great theorists, a view that is challenged in this response. The author argues that the intellectual agendas pursued by the two scholars grew and changed in very similar ways in the course of each individual’s work. Also refuted in this response are stereotypic ideas about Dewey and Vygotsky such as the notion that the former put process ahead of product in education or that the latter downplayed the role of student diversity in learning
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