This study by a philosophy professor and a compositionist focuses on the progress of an ESL student in the philosopher's writing-intensive Intro course. In it, the authors answer calls for examination of instructional supports that help ESL students in their college classes across the curriculum. Their report is divided into three parts. In the first, the philosophy professor explicates his classroom aims and expectations, rooting them in the educational approaches of Dewey, Freire, and Gramsci. In the second, the compositionist offers an account of the ESL pupil's experiences in this philosophy classroom, describing the pedagogies that promote her progress toward achieving the professor's goals. In the final section, the authors, acknowledging the contested nature of “progress” in this context, describe the ideological conflicts behind their different interpretations of the successes and failures of this ESL student.

This is an exploration of Deweyan pedagogy in an actual classroom since studies of Dewey's Laboratory School began at the turn of the century. The authors discuss his educational theory in the context of his ideology and philosophy, and they examine his own Introduction to Philosophy class.

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