The author argues that Dewey's conception of the lost individual and his proposed solutions for reconstruction can help both schooling and society address problems of depoliticization and individualization. He first examines Dewey's notion of formation of the self, forged through transactions with one's physical and social environments. Next, he explores Dewey's process of growth achieved through the acquisition and modification of "habits" by way of inquiry and reflection. The development of democratic habits is neglected in the prevailing vision of 21st-century education, increasingly focused on a narrow set of core content and skills. While Dewey is not averse to content or skill acquisition, he identifies habit formation as a central feature of education. The author maintains that by focusing on overly narrow measures and neglecting student growth, the prevailing model of US education contributes to the production of "lost individuals." (Contains 51 footnotes.)