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In the 1916 inaugural issue of Science Education, the lead article was John Dewey's (1916) ``Method in science teaching.'' Since then, the in¯uence of Dewey's ideas can be found in just about every facet of progressive science education in America. Champagne and Klopfer (1977) reviewed 60 years of Science Education and suggested that every theory or practice that emphasizes re¯ective thinking and problem solving owes a debt of gratitude to Dewey. Although their review was conducted over 20 years ago, its claims about Dewey's legacy remain persuasive. In their summary, Champagne and Klopfer point to the general failure to realize Dewey's vision in actual classroom practice. They offer several possible explanations: (a) It is generally dif®cult to translate abstract philosophy into speci®c pedagogy; (b) the kind of rare, sophisticated thinking advocated by Dewey is dif®cult to attain; and (c) the goal of having students reason like a scientist may not be valued by all.Although Champagne and Klopfer's analysis is to be taken seriously, we arrive at a slightly different conclusion. With regard to their concern that the translation from philosophy to practice and the Deweyan vision of the educated person are not easily attained, we agree that the challenge is dif®cult, but worth attempting. With regard to their concern that not everyone needs or wants to think like a scientist, we assert that this belief depends on one's notion of what Dewey means by ``thinking like a scientist.'' In this article, we will discuss how Dewey's vision of the scienti®c mind is rich in thought, emotion, and drama: in short, it is much more fully human than the aloof, strictly analytical stereotype of scienti®c thinking.Dewey's legacy remains unrealized for the additional reason that many of his ideas about learning are underappreciated at best, and misunderstood at worst. Reasons for this state of affairs are not hard to ®nd. First, Dewey had predilection for bringing uncommon meaning to common words. Experience, ideas, interest, and habit are just a few terms that Dewey uses with sometimes arcane, often subtle, and always precise meaning. Because these are common,The Dewey Ideas Group, in addition to

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This research aims at analyzing (1) the effect of vendor’s ability, benevolence, and integrity variables toward e-commerce customers’ trust in UBM; (2) the effect of vendor’s ability, benevolence, and integrity variables toward the level of e-commerce customers’ participation in Indonesia; and (3) the effect of trust variable toward level of e-commerce customers participation in UBM. This research makes use of UBM e-commerce users as research samples while using Likert scale questionnaire for data collection. Furthermore, the questionnaires are sent to as many as 200 respondents. For data analysis method, Structural Equation Model was used. Out of three predictor variables (ability, benevolence, and integrity), it is only vendor’s integrity that has a positive and significant effect on customers’ trust. On the other hand, it is only vendor’s integrity and customer’s trust that have a positive and significant effect on e-commerce customers’ participation in UBM. Keywords: e-commerce customers’ participation, ability, benevolence, integrity