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This volume aims to reveal how Dewey's notion of the religiousunderstood as faith in the human relational conditionoffers a way to think differently about the aims and purposes of education. After exploring the effects of neoliberal conceptions of schooling against broader democratic forms of education, this book suggests that Dewey's vision of the "teacher-as-prophet" is a useful model for positioning teachers as agents of social change. By catalysing the religious work of schoolsunderstood not as teaching religion, but as a process of social unificationthe Deweyan teacher-as-prophet can stimulate experimentation towards a democratic ideal of schooling.
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