The aim of this thesis is to investigate main view of John Dewey which criticized dualistic view about freedom and authority discussed by the old educational thinkers and practitioners and to suggest some implications to our educational practices through foundation of his dialectical or integrated view. Conclusions are as followings: Firstly, researchers introduced Dewey`s reconceptualization of freedom and authority and we found that this two concepts were understood as very important factors in his view: freedom is power to happen new change in human nature and society, and authority is collective intelligence to solve public problems democratically. Secondly, researchers discussed main view of John Dewey about relation of freedom and authority. Dewey criticized some limitations of traditional views: they emphasized the one of freedom and authority, and neglected harmonious relations of them. First of all, Dewey tried to overcome limitations of this false dualism in education. As a result, he suggested intelligent method as a effective alternative for overcoming dualism. Thirdly, researchers suggested some implications to our education, especially to our schools based upon dialectical or integrated view of Dewey. If we have receive his view as persuasive and effective, we must learn to think and act our students intelligently for solving the problems happened by paradox of freedom and authority in educational situation.