The purpose of this study was to analyze and interpret the development of revisionism debates in the historiography of American education in terms of main focuses in each stage of development, and to have some insights on educational history and educational theories. The result is as following: Three rounds of debates are found in the recent development of historiographical discussion on American education. The first round of debate began when culturist historians, as outsiders, intruded into the field with the suggestion that the history of education be regarded as an as야ct of cultural history, and the focus of debate was on whether culturists were reward-motivated or not. The second round of debate was set when a few historians of radical sector criticized John Dewey, as a representative case, in a tactics for attacking new liberalism of the time. And the main focus was on Dewey's role in the problem of Polish affairs. The third round of debate arose when Diane Ravitch, in the late 1970’s, tried to reaffirm the rosy picture of American educational past, and its main focus was on the role of schooling in America for social mobility. The study concludes that scholarship matures with the help of free and sound debates. The development of American historiography of education along the revisionism debates examplifies that. And the debates, overall, seem to suggest that written history needs to be understood as an interpretation along some lines predetermined.