John Dewey had a distinctive conception of education which has influence on the various educational movements of many countries. He contributed to the pedagogical shift from traditional patterns of educating by rote memorization to learning by doing or learning by experience. Although his production of educational works are prodigious: forty books and more than 700 articles, they are widely read. But his works are not exactly understood. Some people consider that his educational theory attaches much importance to mundane and bread-and-butter character of education, and systematizes their common sensical view point of education. They applaud Dewey to the echo. But other people interpret Dewey`s educational theory as sacrificing the essence of education for its cash-valu e. They con sider the value of subject-matter as the educational value. They claim that Dewey` s theory mu st be exiled from the territory of education. But both the sides misunderstand the insights and the essential points of Dewey`s educational theory. This paper is an attempt to illuminate the Dewey`s real intention that has been neglected by his followers and antagonists. If Dewey` s educational theory is saved from its various abuses, misuses, and misunderstandings, it provides a theoretical framework within which education`s unique value and principles are revitalized .