Recently, the view that a concept of development should serve as a guiding principle for education has been seriously challenged by developmental psychologists as well as educators. Dewey's vision of development and progressive education is at the heart of these controversies. This article discusses the place of Dewey's thinking on these subjects, by first looking back at the changing ways his ideas have been incorporated into educational theory and discourse over the past 80 years. Then, selections from Dewey's own writing are presented to investigate how his ideas have been misunderstood and misrepresented. A reconsideration of Dewey's work helps to clarify why it is important for educators to be engaged with a concept of development.