Abstract: The conception of knowledge has long been a classic topic in pedagogy. Since ancient Greece, there has been a dualistic split between empiricism and rationalism in epistemology. John DEWEY (1859-1952) critically examined this dualism of knowledge and reconstructed the nature of experience. DEWEY defined experience as the outcome of interaction between organisms and their environment. He proposed that knowledge is characterized by unity, integration and synthesis. The unity represents the harmonious convergence of a priori theoretical knowledge and situational perception. The integration aspect pertains to the seamless combination of practical verification and reflective action. The synthesis encompasses the delicate balance between attaining a sense of provisional certainty and the necessity of continual revision. It can follow that knowledge represents both process and product, subject and object in unity. The value of DEWEY’s conception of knowledge embodies in addressing real-world problems, building democratic bridges, and expanding the capacity for knowledge. Theoretical exploration ultimately serves practical needs. Therefore, a clear understanding on the conception can provide reference frameworks for pedagogical and curricular reforms.