This article is part of a research project whose goal is discussing occasional relations between John Dewey's thesis and the classical Greek philosophy, especially concerning the notion of knowledge or science. We intend to understand the mechanisms behind the "appropriation" and "re-contextualization" in Pedagogical discourses. In order to do so, we analyzed the book How we think, in which the fundamentals of Dewey's logical theory can be seen, proceeding to an interpretation of his ideas based on Aristotle's. Our conclusion points to some similarities and distinctions between the two philosophers' conceptions, allowing us to raise some new hypothesis for further studies about relations between Dewey and Aristotle.
John Dewey; Pedagogical Discourse; Aristotle; Thinking