The question of education is as old as life itself, and its elements, which have been questioned throughout history, still occupy the minds of many pedagogues, psychologists, philosophers and sociologists today. There are many different profile experts dealing with education, but one name is particulary emphasized, the name that links the notion of modern education and education reform – John Dewey. The aim of this paper is to present his theory and its application in the domain of the philosophy of education, emphasizing the importance of education as a social function in the service of civilizational survival and progress. Social and technological advancement prompted Dewey to the idea of education reform, whose center was practical, manual work and experimental method, with the aim of achieving a balance between knowledge and skills. A significant part of Dewey's philosophy of education is devoted precisely to school and education, and in this aspect will be presented general reflections on education, its goals, purpose and definition, schoolwork in general as well as the work of Dewey's Laboratory School, and morals as a significant educational aspect, all combining pragmatic approach, making experience and knowledge gained with practical work a priority.