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Progressive education, or protractivism, is a pedagogical movement that began in the late 19th century and has persisted in various forms to the present. In Europe, progressive education took the form of the
New Education Movement The New Education movement, also known as the New School, education nouvelle (in French), and Reformpädagogik (in German), was an early 20th-century progressive movement within education and the European counterpart to the progressive education m ...
. The term ''progressive'' was engaged to distinguish this education from the traditional curricula of the 19th century, which was rooted in classical preparation for the
university A university () is an institution of higher (or tertiary) education and research which awards academic degrees in several academic disciplines. Universities typically offer both undergraduate and postgraduate programs. In the United States ...
and strongly differentiated by social class. By contrast, progressive education finds its roots in modern experience. Most progressive education programs have these qualities in common: * Emphasis on learning by doing – hands-on projects, expeditionary learning,
experiential learning Experiential learning (ExL) is the process of learning through experience, and is more narrowly defined as "learning through reflection on doing". Hands-on learning can be a form of experiential learning, but does not necessarily involve students ...
* Integrated curriculum focused on thematic units * Strong emphasis on problem solving and critical thinking * Group work and development of social skills * Understanding and action as the goals of learning as opposed to rote knowledge * Collaborative and
cooperative learning Cooperative learning is an educational approach which aims to organize classroom activities into academic and social learning experiences. There is much more to cooperative learning than merely arranging students into groups, and it has been desc ...
projects * Education for
social responsibility Social responsibility is an ethical framework in which an individual is obligated to work and cooperate with other individuals and organizations for the benefit of the community that will inherit the world that individual leaves behind. Social ...
and
democracy Democracy (From grc, δημοκρατία, dēmokratía, ''dēmos'' 'people' and ''kratos'' 'rule') is a form of government in which people, the people have the authority to deliberate and decide legislation ("direct democracy"), or to choo ...
* Integration of community service and service learning projects into the daily curriculum * Selection of subject content by looking forward to ask what skills will be needed in future society * De-emphasis on textbooks in favor of varied learning resources * Emphasis on lifelong learning and social skills * Assessment by evaluation of child's projects and productions


Educational theory

Progressive education can be traced back to the works of John Locke and
Jean-Jacques Rousseau Jean-Jacques Rousseau (, ; 28 June 1712 – 2 July 1778) was a Genevan philosopher, writer, and composer. His political philosophy influenced the progress of the Age of Enlightenment throughout Europe, as well as aspects of the French Revolu ...
, both of whom are known as forerunners of ideas that would be developed by theorists such as John Dewey. Considered one of the first of the British empiricists, Locke believed that "truth and knowledge… arise out of observation and experience rather than manipulation of accepted or given ideas". He further discussed the need for children to have concrete experiences in order to learn. Rousseau deepened this line of thinking in Emile, or On Education, where he argued that subordination of students to teachers and memorization of facts would not lead to an education.


Johann Bernhard Basedow

In Germany, Johann Bernhard Basedow (1724–1790) established the Philanthropinum at Dessau in 1774. He developed new teaching methods based on conversation and play with the child, and a program of physical development. Such was his success that he wrote a treatise on his methods, "On the best and hitherto unknown method of teaching children of noblemen".


Christian Gotthilf Salzmann

Christian Gotthilf Salzmann (1744–1811) was the founder of the Schnepfenthal institution, a school dedicated to new modes of education (derived heavily from the ideas of
Jean-Jacques Rousseau Jean-Jacques Rousseau (, ; 28 June 1712 – 2 July 1778) was a Genevan philosopher, writer, and composer. His political philosophy influenced the progress of the Age of Enlightenment throughout Europe, as well as aspects of the French Revolu ...
). He wrote ''Elements of Morality, for the Use of Children'', one of the first books translated into English by Mary Wollstonecraft.


Johann Heinrich Pestalozzi

Johann Heinrich Pestalozzi (1746–1827) was a Swiss pedagogue and educational reformer who exemplified
Romanticism Romanticism (also known as the Romantic movement or Romantic era) was an artistic, literary, musical, and intellectual movement that originated in Europe towards the end of the 18th century, and in most areas was at its peak in the approximate ...
in his approach. He founded several educational institutions both in German- and French-speaking regions of Switzerland and wrote many works explaining his revolutionary modern principles of education. His motto was "Learning by head, hand and heart". His research and theories closely resemble those outlined by Rousseau in Emile. He is further considered by many to be the "father of modern educational science" His psychological theories pertain to education as they focus on the development of object teaching, that is, he felt that individuals best learned through experiences and through a direct manipulation and experience of objects. He further speculated that children learn through their own internal motivation rather than through compulsion. (See Intrinsic vs. Extrinsic motivation). A teacher's task will be to help guide their students as individuals through their learning and allow it to unfold naturally.


Friedrich Fröbel

Friedrich Wilhelm August Fröbel (1782–1852) was a student of Pestalozzi who laid the foundation for modern
education Education is a purposeful activity directed at achieving certain aims, such as transmitting knowledge or fostering skills and character traits. These aims may include the development of understanding, rationality, kindness, and honesty ...
based on the recognition that children have unique needs and capabilities. He believed in "self-activity" and play as essential factors in child education. The teacher's role was not to indoctrinate but to encourage self-expression through play, both individually and in group activities. He created the concept of
kindergarten Kindergarten is a preschool educational approach based on playing, singing, practical activities such as drawing, and social interaction as part of the transition from home to school. Such institutions were originally made in the late 18th ce ...
.


Johann Friedrich Herbart

Johann Friedrich Herbart Johann Friedrich Herbart (; 4 May 1776 – 14 August 1841) was a German philosopher, psychologist and founder of pedagogy as an academic discipline. Herbart is now remembered amongst the post-Kantian philosophers mostly as making the greatest ...
(1776–1841) emphasized the connection between individual development and the resulting societal contribution. The five key ideas which composed his concept of individual maturation were Inner Freedom, Perfection, Benevolence, Justice, and Equity or Recompense. According to Herbart, abilities were not innate but could be instilled, so a thorough education could provide the framework for moral and intellectual development. In order to develop a child to lead to a consciousness of social responsibility, Herbart advocated that teachers utilize a methodology with five formal steps: "Using this structure a teacher prepared a topic of interest to the children, presented that topic, and questioned them inductively, so that they reached new knowledge based on what they had already known, looked back, and deductively summed up the lesson's achievements, then related them to moral precepts for daily living".


John Melchior Bosco

John Melchior Bosco (1815–1888) was concerned about the education of street children who had left their villages to find work in the rapidly industrialized city of
Turin Turin ( , Piedmontese: ; it, Torino ) is a city and an important business and cultural centre in Northern Italy. It is the capital city of Piedmont and of the Metropolitan City of Turin, and was the first Italian capital from 1861 to 1865. The ...
, Italy. Exploited as cheap labor or imprisoned for unruly behavior, Bosco saw the need for creating a space where they would feel at home. He called it an 'Oratory' where they could play, learn, share friendships, express themselves, develop their creative talents and pick up skills for gainful self-employment. With those who had found work, he set up a mutual-fund society (an early version of the Grameen Bank) to teach them the benefits of saving and self-reliance. The principles underlying his educational method that won over the hearts and minds of thousands of youth who flocked to his oratory were: 'be reasonable', 'be kind', 'believe' and 'be generous in service'. Today his method of education is practiced in nearly 3000 institutions set up around the world by the members of the Salesian Society he founded in 1873.


Cecil Reddie

While studying for his doctorate in Göttingen in 1882–1883, Cecil Reddie was greatly impressed by the progressive educational theories being applied there. Reddie founded
Abbotsholme School Abbotsholme School is a co-educational independent boarding and day school. The school is situated on a 140-acre campus on the banks of the River Dove in Derbyshire, England near the county border and the village of Rocester in Staffordshire. I ...
in Derbyshire, England, in 1889. Its curriculum enacted the ideas of progressive education. Reddie rejected rote learning, classical languages and corporal punishment. He combined studies in modern languages and the sciences and arts with a program of physical exercise, manual labour, recreation, crafts and arts. Schools modeling themselves after Abbotsholme were established throughout Europe, and the model was particularly influential in Germany. Reddie often engaged foreign teachers, who learned its practices, before returning home to start their own schools. Hermann Lietz an Abbotsholme teacher founded five schools (Landerziehungsheime für Jungen) on Abbotsholme's principles. Other people he influenced included
Kurt Hahn Kurt Matthias Robert Martin Hahn (5 June 1886, Berlin – 14 December 1974, Hermannsberg) was a German educator. He was decisive in founding, among other organizations and initiatives, Stiftung Louisenlund, Schule Schloss Salem, Gordonsto ...
, Adolphe Ferrière and
Edmond Demolins Edmond Demolins (1852–1907) was a French pedagogue. Life and work Edmond Demolins was born in 1852 in Marseille. He became a disciple of Pierre Guillaume Frédéric le Play. He formed a small group of students including Paul de Rousiers t ...
. His ideas also reached Japan, where it turned into "Taisho-era Free Education Movement" (Taisho Jiyu Kyoiku Undo)


John Dewey

Education according to John Dewey is the "participation of the individual in the social consciousness of the race" (Dewey, 1897, para. 1). As such, education should take into account that the student is a social being. The process begins at birth with the child unconsciously gaining knowledge and gradually developing their knowledge to share and partake in society. For Dewey, education, which regulates "the process of coming to share in the social consciousness," is the "only sure" method of ensuring social progress and reform (Dewey, 1897, para. 60). In this respect, Dewey foreshadows Social Reconstructionism, whereby schools are a means to reconstruct society. As schools become a means for social reconstruction, they must be given the proper equipment to perform this task and guide their students.


Helen Parkhurst

The American teacher Helen Parkhurst (1886–1973) developed the
Dalton Plan The Dalton Plan is an educational concept created by Helen Parkhurst. It is inspired by the intellectual ferment at the turn of the 20th century. Educational thinkers such as Maria Montessori and John Dewey influenced Parkhurst while she create ...
at the beginning of the twentieth century with the goal of reforming the then current pedagogy and classroom management. She wanted to break the teacher-centered lockstep teaching. During her first experiment, which she implemented in a small elementary school as a young teacher in 1904, she noticed that when students are given freedom for self-direction and self-pacing and to help one another, their motivation increases considerably and they learn more. In a later experiment in 1911 and 1912, Parkhurst re-organized the education in a large school for nine- to fourteen-year-olds. Instead of each grade, each subject was appointed its own teacher and its own classroom. The subject teachers made assignments: they converted the subject matter for each grade into learning assignments. In this way, learning became the students' own work; they could carry out their work independently, work at their own pace and plan their work themselves. The classroom turned into a laboratory, a place where students are working, furnished and equipped as work spaces, tailored to meet the requirements of specific subjects. Useful and attractive learning materials, instruments and reference books were put within the students' reach. The benches were replaced by large tables to facilitate co-operation and group instruction. This second experiment formed the basis for the next experiments, those in Dalton and New York, from 1919 onwards. The only addition was the use of graphs, charts enabling students to keep track of their own progress in each subject. In the nineteen-twenties and nineteen-thirties, Dalton education spread throughout the world. There is no certainty regarding the exact numbers of Dalton schools, but there was Dalton education in America, Australia, England, Germany, the Netherlands, the Soviet Union, India, China and Japan.


Rudolf Steiner

Rudolf Steiner Rudolf Joseph Lorenz Steiner (27 or 25 February 1861 – 30 March 1925) was an Austrian occultist, social reformer, architect, esotericist, and claimed clairvoyant. Steiner gained initial recognition at the end of the nineteenth century as ...
(1869–1925) first described the principles of what was to become
Waldorf education Waldorf education, also known as Steiner education, is based on the educational philosophy of Rudolf Steiner, the founder of anthroposophy. Its educational style is holistic, intended to develop pupils' intellectual, artistic, and practical ski ...
in 1907. He established a series of schools based on these principles beginning in 1919. The focus of the education is on creating a developmentally appropriate curriculum that holistically integrates practical, artistic, social, and academic experiences. There are more than a thousand schools and many more early childhood centers worldwide; it has also become a popular form of homeschooling.


Maria Montessori

Maria Montessori Maria Tecla Artemisia Montessori ( , ; August 31, 1870 – May 6, 1952) was an Italian physician and educator best known for the philosophy of education that bears her name, and her writing on scientific pedagogy. At an early age, Montessori e ...
(1870–1952) began to develop her philosophy and methods in 1897. She based her work on her observations of children and experimentation with the environment, materials, and lessons available to them. She frequently referred to her work as "scientific pedagogy", arguing for the need to go beyond observation and measurement of students, to developing new methods to transform them. Although Montessori education spread to the United States in 1911 there were conflicts with the American educational establishment and was opposed by William Heard Kilpatrick. However Montessori education returned to the United States in 1960 and has since spread to thousands of schools there. In 1914 the Montessori Society in England organised its first conference. Hosted by Rev Bertram Hawker, who had set up, in partnership with his local elementary school in the Norfolk coastal village of East Runton, the first Montessori School in England. Pictures of this school, and its children, illustrated the 'Montessori's Own Handbook' (1914). Hawker had been impressed by his visit to Montessori's Casa dei Bambini in Rome, he gave numerous talks on Montessori's work after 1912, assisting in generating a national interest in her work. He organised the Montessori Conference 1914 in partnership with Edmond Holmes, ex-Chief Inspector of Schools, who had written a government report on Montessori. The conference decided that its remit was to promote the 'liberation of the child in the school', and though inspired by Montessori, would encourage, support and network teachers and educationalists who sought, through their schools and methods, that aim. They changed their name the following year to New Ideals in Education. Each subsequent conference was opened with reference to its history and origin as a Montessori Conference recognising her inspiration, reports italicized the members of the Montessori Society in the delegate lists, and numerous further events included Montessori methods and case studies. Montessori, through New Ideals in Education, its committee and members, events and publications, greatly influenced progressive state education in England. (references to be added).


Robert Baden-Powell

In July 1906, Ernest Thompson Seton sent
Robert Baden-Powell Lieutenant-General Robert Stephenson Smyth Baden-Powell, 1st Baron Baden-Powell, ( ; (Commonly pronounced by others as ) 22 February 1857 – 8 January 1941) was a British Army officer, writer, founder and first Chief Scout of the wor ...
a copy of his book ''The Birchbark Roll of the Woodcraft Indians''. Seton was a British-born Canadian-American living in the United States. They shared ideas about youth training programs. In 1907 Baden-Powell wrote a draft called ''Boy Patrols''. In the same year, to test his ideas, he gathered 21 boys of mixed social backgrounds and held a week-long camp in August on
Brownsea Island Brownsea Island is the largest of the islands in Poole Harbour in the county of Dorset, England. The island is owned by the National Trust with the northern half managed by the Dorset Wildlife Trust. Much of the island is open to the public and ...
in England. His organizational method, now known as the Patrol System and a key part of Scouting training, allowed the boys to organize themselves into small groups with an elected patrol leader. Baden Powell then wrote '' Scouting for Boys'' (London, 1908). The Brownsea camp and the publication of ''Scouting for Boys'' are generally regarded as the start of the Scout movement which spread throughout the world. Baden-Powell and his sister Agnes Baden-Powell introduced the Girl Guides in 1910.


Comparison with traditional education

Traditional education uses extrinsic motivation, such as grades and prizes. Progressive education is more likely to use intrinsic motivation, basing activities on the interests of the child. Praise may be discouraged as a motivator. Progressive education is a response to traditional methods of teaching. It is defined as an educational movement which gives more value to experience than formal learning. It is based more on experiential learning that concentrate on the development of a child's talents.


21st century skills

21st century skills are a series of higher-order
skills A skill is the learned ability to act with determined results with good execution often within a given amount of time, energy, or both. Skills can often be divided into domain-general and domain-specific skills. For example, in the domain of w ...
, abilities, and learning dispositions that have been identified as being required for success in the rapidly changing, digital society and workplaces. Many of these skills are also defining qualities of ''progressive education'' as well as being associated with deeper learning, which is based on mastering skills such as analytic reasoning, complex problem solving, and teamwork. These skills differ from traditional academic skills in that they are not primarily content knowledge-based.Chris Dede, Comparing Frameworks for 21st Century Skills, Harvard Graduate School of Education, 2009
Retrieved 2016-03-09

Retrieved 2016-03-16


In the West


Germany

Hermann Lietz founded three Landerziehungsheime (country boarding schools) in 1904 based on Reddie's model for boys of different ages. Lietz eventually succeeded in establishing five more Landerziehungsheime. Edith and Paul Geheeb founded Odenwaldschule in
Heppenheim Heppenheim (Bergstraße) is the seat of Bergstraße district in Hesse, Germany, lying on the Bergstraße on the edge of the Odenwald. It is best known for being the birthplace of 4-time Formula One World Champion Sebastian Vettel. Geography ...
in the Odenwald in 1910 using their concept of progressive education, which integrated the work of the head and hand.


Poland

Janusz Korczak was one notable follower and developer of Pestalozzi's ideas. He wrote ''The names of Pestalozzi, Froebel and Spencer shine with no less brilliance than the names of the greatest inventors of the twentieth century. For they discovered more than the unknown forces of nature; they discovered the unknown half of humanity: children.'' His Orphan's Home in Warsaw became a model institution and exerted influence on the educational process in other orphanages of the same type.


Ireland

The Quaker school run in
Ballitore Ballitore () is a village in County Kildare, Ireland, sometimes spelt as Ballytore. It is noted for its historical Quaker associations. It was the first planned Quaker village in either England or Ireland - and remains the only one in Europe. ...
, Co Kildare in the 18th century had students from as far away as Bordeaux (where there was a substantial Irish émigré population), the Caribbean and Norway. Notable pupils included Edmund Burke and Napper Tandy. Sgoil Éanna, or in English St Enda's was founded in 1908 by Pádraig Pearse on Montessori principles. Its former assistant headmaster Thomas MacDonagh and other teachers including Pearse; games master Con Colbert; Pearse's brother, Willie, the art teacher, and
Joseph Plunkett Joseph Mary Plunkett ( Irish: ''Seosamh Máire Pluincéid''; 21 November 1887 – 4 May 1916) was an Irish nationalist, republican, poet, journalist, revolutionary and a leader of the 1916 Easter Rising. Joseph Mary Plunkett married Grace Gif ...
, and occasional lecturer in English, were executed by the British after the 1916 Rising. Pearse and MacDonagh were two of the seven leaders who signed the
Irish Declaration of Independence The Declaration of Independence ( ga, Forógra na Saoirse, french: link=no, Déclaration d'Indépendance) was a document adopted by Dáil Éireann, the revolutionary parliament of the Irish Republic, at its first meeting in the Mansion House, D ...
. Pearse's book ''The Murder Machine'' was a denunciation of the English school system of the time and a declaration of his own educational principles.


Sweden

In Sweden, an early proponent of progressive education was
Alva Myrdal Alva Myrdal ( , ; née Reimer; 31 January 1902 – 1 February 1986) was a Swedish sociologist, diplomat and politician. She was a prominent leader of the disarmament movement. She, along with Alfonso García Robles, received the Nobel Peace ...
, who with her husband Gunnar co-wrote '' Kris i befolkningsfrågan'' (1934), a most influential program for the social-democratic hegemony (1932–1976) popularly known as "
Folkhemmet ''Folkhemmet'' (, "the people's home") is a political concept that played an important role in the history of the Swedish Social Democratic Party and the Swedish welfare state. It is also sometimes used to refer to the long period between 193 ...
". School reforms went through government reports in the 1940s and trials in the 1950s, resulting in the introduction in 1962 of public comprehensive schools ("grundskola") instead of the previously separated parallel schools for theoretical and non-theoretical education.


United Kingdom

The ideas from Reddie's Abbotsholme spread to schools such as
Bedales School Bedales School is a co-educational, boarding and day independent school in the village of Steep, near the market town of Petersfield in Hampshire, England. It was founded in 1893 by John Haden Badley in reaction to the limitations of conven ...
(1893), King Alfred School, London (1898) and
St Christopher School, Letchworth St Christopher School is a boarding and day co-educational independent school in Letchworth Garden City, Hertfordshire, England. Established in 1915, shortly after Ebenezer Howard founded Letchworth Garden City, the school is a long-time prop ...
(1915), as well as all the Friends' schools, Steiner Waldorf schools and those belonging to the Round Square Conference. The King Alfred School was radical for its time in that it provided a secular education and that boys and girls were educated together.A Progressive Education
Alexander Sutherland Neill believed children should achieve self-determination and should be encouraged to think critically rather than blindly obeying. He implemented his ideas with the founding of Summerhill School in 1921. Neill believed that children learn better when they are not compelled to attend lessons. The school was also managed democratically, with regular meetings to determine school rules. Pupils had equal voting rights with school staff.


United States


Early practitioners

Fröbel's student Margarethe Schurz founded the first kindergarten in the United States at
Watertown, Wisconsin Watertown is a city in Dodge and Jefferson counties in the U.S. state of Wisconsin. Most of the city's population is in Jefferson County. Division Street, several blocks north of downtown, marks the county line. The population of Watertown was 2 ...
, in 1856, and she also inspired Elizabeth Peabody, who went on to found the first English-speaking kindergarten in the United States – the language at Schurz's kindergarten had been German, to serve an immigrant community – in
Boston Boston (), officially the City of Boston, is the state capital and most populous city of the Commonwealth of Massachusetts, as well as the cultural and financial center of the New England region of the United States. It is the 24th- mo ...
in 1860. This paved the way for the concept's spread in the USA. The German émigré Adolph Douai had also founded a kindergarten in Boston in 1859, but was obliged to close it after only a year. By 1866, however, he was founding others in New York City. William Heard Kilpatrick (1871–1965) was a pupil of Dewey and one of the most effective practitioners of the concept as well as the more adept at proliferating the progressive education movement and spreading word of the works of Dewey. He is especially well known for his "project method of teaching". This developed the progressive education notion that students were to be engaged and taught so that their knowledge may be directed to society for a socially useful need. Like Dewey he also felt that students should be actively engaged in their learning rather than actively disengaged with the simple reading and regurgitation of material. The most famous early practitioner of progressive education was Francis Parker; its best-known spokesperson was the philosopher John Dewey. In 1875 Francis Parker became superintendent of schools in Quincy, Massachusetts, after spending two years in Germany studying emerging educational trends on the continent. Parker was opposed to rote learning, believing that there was no value in knowledge without understanding. He argued instead schools should encourage and respect the child's creativity. Parker's Quincy System called for child-centered and experience-based learning. He replaced the traditional curriculum with integrated learning units based on core themes related to the knowledge of different disciplines. He replaced traditional readers, spellers and
grammar In linguistics, the grammar of a natural language is its set of structural constraints on speakers' or writers' composition of clauses, phrases, and words. The term can also refer to the study of such constraints, a field that includes domain ...
books with children's own writing,
literature Literature is any collection of written work, but it is also used more narrowly for writings specifically considered to be an art form, especially prose fiction, drama, and poetry. In recent centuries, the definition has expanded to include ...
, and teacher prepared materials. In 1883 Parker left Massachusetts to become Principal of the Cook County Normal School in
Chicago (''City in a Garden''); I Will , image_map = , map_caption = Interactive Map of Chicago , coordinates = , coordinates_footnotes = , subdivision_type = Country , subdivision_name ...
, a school that also served to train teachers in Parker's methods. In 1894 Parker's Talks on Pedagogics, which drew heavily on the thinking of Fröbel, Pestalozzi and Herbart, became one of the first American writings on education to gain international fame. That same year, philosopher John Dewey moved from the
University of Michigan , mottoeng = "Arts, Knowledge, Truth" , former_names = Catholepistemiad, or University of Michigania (1817–1821) , budget = $10.3 billion (2021) , endowment = $17 billion (2021)As o ...
to the newly established
University of Chicago The University of Chicago (UChicago, Chicago, U of C, or UChi) is a private university, private research university in Chicago, Illinois. Its main campus is located in Chicago's Hyde Park, Chicago, Hyde Park neighborhood. The University of Chic ...
where he became chair of the department of philosophy,
psychology Psychology is the scientific study of mind and behavior. Psychology includes the study of conscious and unconscious phenomena, including feelings and thoughts. It is an academic discipline of immense scope, crossing the boundaries between ...
and education. He and his wife enrolled their children in Parker's school before founding their own school two years later. Whereas Parker started with practice and then moved to theory, Dewey began with hypotheses and then devised methods and curricula to test them. By the time Dewey moved to Chicago at the age of thirty-five, he had already published two books on psychology and applied psychology. He had become dissatisfied with philosophy as pure speculation and was seeking ways to make philosophy directly relevant to practical issues. Moving away from an early interest in Hegel, Dewey proceeded to reject all forms of dualism and dichotomy in favor of a philosophy of experience as a series of unified wholes in which everything can be ultimately related. In 1896, John Dewey opened what he called the laboratory school to test his theories and their sociological implications. With Dewey as the director and his wife as principal, the University of Chicago Laboratory school, was dedicated "to discover in administration, selection of subject-matter, methods of learning, teaching, and discipline, how a school could become a cooperative community while developing in individuals their own capacities and satisfy their own needs." (Cremin, 136) For Dewey the two key goals of developing a cooperative
community A community is a social unit (a group of living things) with commonality such as place, norms, religion, values, customs, or identity. Communities may share a sense of place situated in a given geographical area (e.g. a country, village, ...
and developing individuals' own capacities were not at odds; they were necessary to each other. This unity of purpose lies at the heart of the progressive education philosophy. In 1912, Dewey sent out students of his philosophy to found The Park School of Buffalo and The Park School of Baltimore to put it into practice. These schools operate to this day within a similar progressive approach. At Columbia, Dewey worked with other educators such as Charles Eliot and Abraham Flexner to help bring progressivism into the mainstream of American education. In 1917 Columbia established the Lincoln School of Teachers College "as a laboratory for the working out of an elementary and secondary curriculum which shall eliminate obsolete material and endeavor to work up in usable form material adapted to the needs of modern living." (Cremin, 282) Based on Flexner's demand that the modern curriculum "include nothing for which an affirmative case can not be made out" (Cremin, 281) the new school organized its activities around four fundamental fields:
science Science is a systematic endeavor that Scientific method, builds and organizes knowledge in the form of Testability, testable explanations and predictions about the universe. Science may be as old as the human species, and some of the earli ...
,
industry Industry may refer to: Economics * Industry (economics), a generally categorized branch of economic activity * Industry (manufacturing), a specific branch of economic activity, typically in factories with machinery * The wider industrial sector ...
,
aesthetics Aesthetics, or esthetics, is a branch of philosophy that deals with the nature of beauty and taste, as well as the philosophy of art (its own area of philosophy that comes out of aesthetics). It examines aesthetic values, often expressed t ...
and
civics Civics is the study of the rights and obligations of citizens in society. The term derives from the Latin word ''civicus'', meaning "relating to a citizen". The term relates to behavior affecting other citizens, particularly in the context of ur ...
. The Lincoln School built its curriculum around "units of work" that reorganized traditional subject matter into forms embracing the development of children and the changing needs of adult life. The first and second grades carried on a study of community life in which they actually built a city. A third grade project growing out of the day-to-day life of the nearby
Hudson River The Hudson River is a river that flows from north to south primarily through eastern New York. It originates in the Adirondack Mountains of Upstate New York and flows southward through the Hudson Valley to the New York Harbor between N ...
became one of the most celebrated units of the school, a unit on boats, which under the guidance of its legendary teacher Miss Curtis, became an entrée into
history History (derived ) is the systematic study and the documentation of the human activity. The time period of event before the invention of writing systems is considered prehistory. "History" is an umbrella term comprising past events as well ...
,
geography Geography (from Greek: , ''geographia''. Combination of Greek words ‘Geo’ (The Earth) and ‘Graphien’ (to describe), literally "earth description") is a field of science devoted to the study of the lands, features, inhabitants, an ...
, reading,
writing Writing is a medium of human communication which involves the representation of a language through a system of physically inscribed, mechanically transferred, or digitally represented symbols. Writing systems do not themselves constitute h ...
, arithmetic, science,
art Art is a diverse range of human activity, and resulting product, that involves creative or imaginative talent expressive of technical proficiency, beauty, emotional power, or conceptual ideas. There is no generally agreed definition of wha ...
and literature. Each of the units was broadly enough conceived so that different children could concentrate on different aspects depending on their own interests and needs. Each of the units called for widely diverse student activities, and each sought to deal in depth with some critical aspect of contemporary civilization. Finally each unit engaged children working together cooperatively and also provided opportunities for individual research and exploration. In 1924,
Agnes de Lima Agnes de Lima (1887–1974) was an American journalist and writer on education, and a Progressive Era reformer. Life Agnes de Lima was born in Hollywood, New Jersey in 1887, and she grew up in Larchmont, New York and New York City. Her family ...
, the lead writer on education for ''
The New Republic ''The New Republic'' is an American magazine of commentary on politics, contemporary culture, and the arts. Founded in 1914 by several leaders of the progressive movement, it attempted to find a balance between "a liberalism centered in hu ...
'' and '' The Nation'', published a collection of her articles on progressive education as a book, titled ''Our Enemy the Child''. In 1918, the
National Education Association The National Education Association (NEA) is the largest labor union in the United States. It represents public school teachers and other support personnel, faculty and staffers at colleges and universities, retired educators, and college stud ...
, representing superintendents and administrators in smaller districts across the country, issued its report "Cardinal Principles of Secondary Education." It emphasized the education of students in terms of health, a command of fundamental processes, worthy home membership, vocation, citizenship, worthy use of leisure, and ethical character. They emphasized life adjustment and reflected the social efficiency model of progressive education. From 1919 to 1955, the
Progressive Education Association The Progressive Education Association was a group dedicated to the spread of progressive education in American public schools from 1919 to 1955. The group focused on pedagogy in elementary schools through the twenties. The group turned towards p ...
founded by Stanwood Cobb and others worked to promote a more student-centered approach to education. During the Great Depression the organization conducted the Eight-Year Study, evaluating the effects of progressive programs. More than 1500 students over four years were compared to an equal number of carefully matched students at conventional schools. When they reached college, the experimental students were found to equal or surpass traditionally educated students on all outcomes: grades, extracurricular participation, dropout rates, intellectual curiosity, and resourcefulness. Moreover, the study found that the more the school departed from the traditional college preparatory program, the better was the record of the graduates. (Kohn, Schools, 232) By mid-century, many public school programs had also adopted elements of progressive curriculum. At mid-century Dewey believed that progressive education had "not really penetrated and permeated the foundations of the educational institution."(Kohn, Schools, 6,7) As the influence of progressive pedagogy grew broader and more diffuse, practitioners began to vary their application of progressive principles. As varying interpretations and practices made evaluation of progressive reforms more difficult to assess, critics began to propose alternative approaches. The seeds of the debate over progressive education can be seen in the differences of Parker and Dewey. These have to do with how much and by whom curriculum should be worked out from grade to grade, how much the child's emerging interests should determine classroom activities, the importance of child-centered vs. societal–centered learning, the relationship of community building to individual growth, and especially the relationship between emotion, thought and experience. In 1955, the publication of Rudolf Flesch's ''
Why Johnny Can't Read ''Why Johnny Can't Read—And What You Can Do About It'' is a 1955 book-length exposé on American reading education by Rudolf Flesch. It was an immediate bestseller for 37 weeks and became an educational cause célèbre. In this book, the aut ...
'' leveled criticism of reading programs at the progressive emphasis on reading in context. The conservative
McCarthy era McCarthyism is the practice of making false or unfounded accusations of subversion and treason, especially when related to anarchism, communism and socialism, and especially when done in a public and attention-grabbing manner. The term origina ...
raised questions about the liberal ideas at the roots of the progressive reforms. The launching of Sputnik in 1957 at the height of the Cold War gave rise to a number of intellectually competitive approaches to disciplinary knowledge, such as BSCS biology PSSC physics, led by university professors such as
Jerome Bruner Jerome Seymour Bruner (October 1, 1915 – June 5, 2016) was an American psychologist who made significant contributions to human cognitive psychology and cognitive learning theory in educational psychology. Bruner was a senior research fellow at ...
and Jerrold Zacharias. Some Cold War reforms incorporated elements of progressivism. For example, the work of Zacharias and Bruner was based in the developmental psychology of
Jean Piaget Jean William Fritz Piaget (, , ; 9 August 1896 – 16 September 1980) was a Swiss psychologist known for his work on child development. Piaget's theory of cognitive development and epistemological view are together called "genetic epistemolo ...
and incorporated many of Dewey's ideas of experiential education. Bruner's analysis of developmental psychology became the core of a pedagogical movement known as
constructivism Constructivism may refer to: Art and architecture * Constructivism (art), an early 20th-century artistic movement that extols art as a practice for social purposes * Constructivist architecture, an architectural movement in Russia in the 1920s a ...
, which argues that the child is an active participant in making meaning and must be engaged in the progress of education for learning to be effective. This psychological approach has deep connections to the work of both Parker and Dewey and led to a resurgence of their ideas in second half of the century. In 1965, President Johnson inaugurated the
Great Society The Great Society was a set of domestic programs in the United States launched by Democratic President Lyndon B. Johnson in 1964–65. The term was first coined during a 1964 commencement address by President Lyndon B. Johnson at the Universit ...
and the Elementary and Secondary Education Act suffused public school programs with funds for sweeping education reforms. At the same time the influx of federal funding also gave rise to demands for accountability and the behavioral objectives approach of Robert F. Mager and others foreshadowed the No Child Left Behind Act passed in 2002. Against these critics eloquent spokespersons stepped forward in defense of the progressive tradition. The
Open Classroom An open classroom is a student-centered learning space design format which first became popular in North America in the late 1960s and 1970s, with a re-emergence in the early 21st century. Theory The idea of the open classroom was that a larg ...
movement, led by Herb Kohl and George Dennison, recalled many of Parker's child centered reforms. The late 1960s and early 1970s saw a rise and decline in the number of progressive schools. There were several reasons for the decline: * Demographics: As the baby boom passed, traditional classrooms were no longer as over-enrolled, reducing demand for alternatives. * The economy: The oil crisis and recession made shoestring schools less viable. * Times changed: With the ending of the Vietnam War, social activism waned. * Co-optation: Many schools were co-opted by people who didn't believe in the original mission. * Centralization: The ongoing centralization of school districts * Non-implementation: Schools failed to implement a model of shared governance * Interpersonal dynamics: Disagreement over school goals, poor group process skills, lack of critical dialogue, and fear of assertive leadership Progressive education has been viewed as an alternative to the test-oriented instruction legislated by the
No Child Left Behind The No Child Left Behind Act of 2001 (NCLB) was a U.S. Act of Congress that reauthorized the Elementary and Secondary Education Act; it included Title I provisions applying to disadvantaged students. It supported standards-based education ...
educational funding act.
Alfie Kohn Alfie Kohn (born October 15, 1957) is an American author and lecturer in the areas of education, parenting, and human behavior. He is a proponent of progressive education and has offered critiques of many traditional aspects of parenting, mana ...
has been an outspoken critic of the No Child Left Behind Act and a passionate defender of the progressive tradition.


In the East


India

Rabindranath Tagore (1861–1941) was one of the most effective practitioners of the concept of progressive education. He expanded Santiniketan, which is a small town near Bolpur in the Birbhum district of West Bengal, India, approximately 160 km north of Kolkata. He de-emphasized textbook learning in favor of varied learning resources from nature. The emphasis here was on self-motivation rather than on discipline, and on fostering intellectual curiosity rather than competitive excellence. There were courses on a great variety of cultures, and study programs devoted to China, Japan, and the Middle East. He was of the view that education should be a "joyous exercise of our inventive and constructive energies that help us to build up character."


Japan

Seikatsu tsuzurikata is a grassroots movement in Japan that has many parallels to the progressive education movement, but it developed completely independently, beginning in the late 1920s. The Japanese progressive educational movement was one of the stepping stones to the modernization of Japan and it has resonated down to the present.


See also


References


Further reading

* Bernstein, Richard J. "John Dewey", Encyclopedia of Philosophy, New York: Macmillan, 1967, 380-385 * * Bruner, Jerome. ''The Process of Education'' (New York: Random House, 1960) * Bruner, Jerome. ''The Relevance of Education'' (New York: Norton, 1971) * Cappel, Constance, Utopian Colleges, New York: Peter Lang, 1999. * Cohen, Ronald D., and Raymond A. Mohl. ''The paradox of progressive education: The Gary Plan and urban schooling'' (1979) * Cremin, Lawrence. '' The Transformation of the School: Progressivism in American Education, 1876–1957'' (New York: Knopf, 1962); The standard scholarly history * * Dewey, John. ''Dewey on Education'', edited by Martin Dworkin. New York: Teachers college Press, 1959 * Dewey, John. ''Democracy and Education''. (New York: Free Press, 1944.) * Dewey, John. ''Experience and Nature''. (New York: Dover, 1958.) * Fallace, Thomas. ''Race and the Origins of Progressive Education, 1880–1929'' (2015) * Knoester, Matthew. Democratic Education in Practice: Inside the Mission Hill School. New York: Teachers College Press, 2012. * Kohn, Alfie. ''The Case Against Standardized Testing'' (Portsmouth, New Hampshire: Heinemann, 2000) * Kohn, Alfie. ''The Schools Our Children Deserve'' (New York: Houghton Mifflin, 1999) * Mager, Robert F. ''Preparing Behavioral Objectives'' (Atlanta: Center for Effective Instruction, 1969) * Pratt, Caroline. ''I Learn from Children'' (New York: HarperPerennial/HarperCollins, 1948; republished by Grove Atlantic in 2014) * Ravitch, Dianne. ''Left Back: A Century of Battles over School Reform'' (New York, Simon and Schuster, 2000) * Snyder, Jeffrey Aaron. "Progressive Education in Black and White: Rereading Carter G. Woodson's Miseducation of the Negro." ''History of Education Quarterly'' 55#3 (2015): 273-293. * Sutinen, Ari. "Social Reconstructionist Philosophy of Education and George S. Counts-observations on the ideology of indoctrination in socio-critical educational thinking." ''International Journal of Progressive Education'' 10#1 (2014).


International

* Blossing, Ulf, Gunn Imsen, and Lejf Moos. "Progressive Education and New Governance in Denmark, Norway, and Sweden." ''The Nordic Education Model'' (Springer Netherlands, 2014) pp 133–154. * * Christou, Theodore Michael. ''Progressive Education: Revisioning and Reframing Ontario's Public Schools, 1919–1942'' (2013) * Hughes, John Patrick. "Theory into practice in Australian progressive education: the Enmore Activity School." ''History of Education Review'' 44#1 (2015). * Keskin, Yusuf. "Progressive Education in Turkey: Reports of John Dewey and his Successors." ''International Journal of Progressive Education'' 10#3 (2014). * Knoll, Michael. "The Project Method – Its Origin and International Influence". In: ''Progressive Education Across the Continents. A Handbook'', ed. Hermann Röhrs and Volker Lenhart. New York: Lang 1995. pp. 307–318.


Historiography

* Graham, Patricia Albjerg. ''Progressive Education from Arcady to Academe: A History of the Progressive Education Association, 1919–1955'' (1967) * Reese, William J. "The origins of progressive education." ''History of Education Quarterly'' 41#1 (2001): 1-24. * Wraga, William G. "Condescension and critical sympathy: Historians of education on progressive education in the United States and England." ''Paedagogica Historica'' 50#1-2 (2014): 59-75. {{Authority control Education theory Alternative education Pedagogy Philosophy of education Progressivism