oward his interests and should provide an interplay between the child's thinking and activities, much as Dewey read what he was interested in while he was a teenager, yet was a typically active child, swimming and fishing in Lake Champlain near his home.
But Dewey's model of education, based on evolution, assumed that social relations would be positive. He therefore believed the students would take what they learned and participate in a democracy. However, as the idea of evolution emphasizes the individual's accomplishments to the benefit of the individual and the group only insofar as it benefits the individual, so evolution emphasizes the individual student instead of the classroom and the class of students as a group. Thus, Dewey tried to guide social interactions toward individual achievement. He overtly rejected the idea that people's destinies were in any way shaped or formed by those around them or that people live under the guidance of unchanging truths and values which they may see as unrelated to their time and place. Thus, Dewey believed t
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