Democracy and Education was written by Dewey, the pioneer of American contemporary education. It comprehensively expounds the educational theory of pragmatism and is the representative work of his educational works. Dewey not only pays attention to grasping the theory, but also combines with practice, which greatly enhances the reliability and vividness of the theory. The previous chapters talk about the rise of schools from informal education, outline the social function and utility of education, and point out the serious defects of current schools and the direction of reform. The following chapters expound the educational essence of a democratic society, make clear the significance that education is the transformation of life, growth and experience, and prove the correctness and superiority of democratic education by criticizing various previous educational theories.

In addition, these chapters also show that the purpose of democratic education is to get more and better education, and there is no other purpose, which is the theory of aimless education. The following chapters use pragmatic educational philosophy to straighten out the long-standing contradictions such as interest and effort, experience and thought, labor and leisure, individual and nature, education and occupation, and give new explanations to courses, teaching materials and teaching methods. The last two chapters discuss the truth theory and moral theory of pragmatism respectively.

Life is development, and continuous development is life. The educational process has no purpose outside itself, but its own purpose. The process of education is a process of continuous reorganization, transformation and transformation. Development is to guide the ability to special channels, such as forming various habits, which includes execution skills, clear interests, and specific objects of observation and thinking. Both children and adults are growing up, but the difference between them is not growth or non-growth, but each has its own way of growth suitable for different situations.

The purpose of school education is to ensure the continuous growth of various forces through organization, to ensure that education can continue, to make people willing to learn from life itself, to create a state of life, and to make people learn in the process of life, which is the best product of school education. Democracy and education bring me a lot. As the German educator Dostoevsky said, the art of teaching lies not in the ability to impart, but in inspiring, awakening and encouraging. Dewey also advocated liberal education, open education and democratic education. In modern society, his democratic thought still plays an active role.

In my opinion, while adapting to the trend of social development, education must pay attention to students' interest in learning, the value of learning and the curriculum. In today's society, the slogan of promoting quality education is very loud, but how to really implement it is worth pondering. Even if quality education is well implemented, we can't be sure that there is no problem in quality education itself, which deserves admiration. Just now, Rainbow Chesan published an article at Peking University Education Forum entitled "Seriously Treating the Educational Thought of" Ignoring Knowledge "-Re-evaluating the Transition from Exam-oriented Education to Quality Education", which also questioned quality education.

In fact, no system or strategy is completely correct and must be adopted. Any one has its limitations. The problem is how to better grasp and identify its advantages and disadvantages, and combine various methods to learn from each other. Only in this way can students become the masters of learning, learning can truly become their work, education can truly optimize resources and play its due role and effect.