Educational philosophy has long been dominated by the experimentalist position of John Dewey. In this paper the author finds that Dewey's primarily epistemo–logical concern fails to provide a suitable basis for exploring the critical issue of personal identity. In contrast, the author presents an exposition of the existentialist views of Martin Heidegger, finding in Heidegger's ontological concern a direct confrontation of the meaning of man's Being. The conclusion is a synthesis of the two positions: Dewey and Heidegger complement each other, but the balance has too long been on Dewey's side.

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