Abstract

This chapter discusses Dewey's role in the development of post-revolutionary Mexican social theory since at least the 1950s. One such example is that of historian Ramón Ruíz who argued in 1961 that Dewey's Mexican students Moisés Sáenz and Rafael Ramírez had adopted Deweyan ethics as part of a grand experiment to construct a rural school system capable of solving “the everyday problems of rural Mexicans.”