Dewey's concept of education as growth can be useful in conceiving of student success. Dewey regarded immaturity as potential for continuous development of both children and adults. His concept of "plasticity" as the capacity to alter present actions because of previous experiences is crucial to the notion of growth. A continuous accumulation of information becomes the background for further inquiry and the basis for the formation of habits, including the habit of learning. Dewey's philosophic leaning--toward pragmatism and evolutionism--did not lend itself to fixed schemas of values, ends, and aims, but concentrated on the developmental process. All educational endeavors share the goal of progress, but Dewey did not respond to questions surrounding the purposes and ends of growth; nor did he equate growth with a specific set of values. The problem still remains as to what final treatment is appropriate for growth. (FG)