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A volume in Landscapes of EducationSeries Editors: William H. Schubert, University of Illinois at Chicago& Ming Fang He, Georgia Southern UniversityLove, Justice, and Education by William H. Schubert brings to life key ideas in the work of John Deweyand their relevance for the world today. He does this by imagining continuation of highly evocative articlethat Dewey published in the New York Times in 1933. Dewey wrote from the posture of having visited Utopia.Schubert begins each of thirty short chapters with a phrase or sentence from Dewey’s article, inresponse to which a continuous flow of Utopians consider what is necessary for educational and socialreform among Earthlings. Schubert encourages the Utopians, who have studied Earthling practices and literatures,to recommend from their experience what Earthlings need for educational and social reform andhow they can address obstacles to that reform. The Utopians speak to myriad implications of Dewey’sreport by drawing upon a wide range of philosophical, literary, and educational ideas - including many ofDewey’s other writings. Their central message is that loving relationships and empathic dedication tosocial justice are necessary for educational reform that responds wholeheartedly to learner needs and interests.True to Dewey’s original position, such education must be built upon social reform that works to overcomeacquisitive society based on greed: the principal impediment to realizing human potential,democratic society, and educational relationships that enhance it. To overcome the debilitating acquisitivenessthat plagues Earth is the challenge for educators and all human beings who seek to involve the young in composing their lives and cultivating aworld of integrity, beauty, justice, love, and continuously evolving capacities of humanity.
