The importance of quality education and progressivism

Universities Historians have debated whether a unified progressive reform movement existed during the decades surrounding the turn of the twentieth century.

The importance of quality education and progressivism

Universities Historians have debated whether a unified progressive reform movement existed during the decades surrounding the turn of the twentieth century.

The importance of quality education and progressivism

While some scholars have doubted the development of a cohesive progressive project, others have argued that while Progressive Era reformers did not march in lockstep, they did draw from a common reform discourse that connected their separate agendas in spirit, if not in kind.

Despite these scholarly debates, historians of education have reached a consensus on the central importance of the Progressive Era and the educational reformers who shaped it during the early twentieth century. This is not to say that historians of education do not disagree—in fact, they disagree intensely—on the legacy of Progressive educational experiments.

What they do agree on is that during the Progressive Era — the philosophical, pedagogical, and administrative underpinnings of what is, in the early twenty-first century, associated with modern schooling, coalesced and transformed, for better or worse, the trajectory of twentieth-century American education.

Philosophical Foundations The Progressive education movement was an integral part of the early twentieth-century reform impulse directed toward the reconstruction of American democracy through social, as well as cultural, uplift. In short, the altered landscape of American life, Progressive reformers believed, provided the school with a new opportunity—indeed, a new responsibility—to play a leading role in preparing American citizens for active civic participation in a democratic society.

John Dewey —who would later be remembered as the "father of Progressive education," was the most eloquent and arguably most influential figure in educational Progressivism.

A noted philosopher, psychologist, and educational reformer, Dewey graduated from the University of Vermont intaught high school briefly, and then earned his doctorate in philosophy at the newly formed Johns Hopkins University in Dewey taught at the University of Michigan from tothe University of Minnesota from toagain at Michigan from tothen at the University of Chicago from toand, finally, at Columbia University from until his retirement in During his long and distinguished career, Dewey generated over 1, books and articles on topics ranging from politics to art.

For all his scholarly eclecticism, however, none of his work ever strayed too far from his primary intellectual interest: Through such works as The School and SocietyThe Child and the Curriculumand Democracy and EducationDewey articulated a unique, indeed revolutionary, reformulation of educational theory and practice based upon the core relationship he believed existed between democratic life and education.

Namely, Dewey's vision for the school was inextricably tied to his larger vision of the good society, wherein education—as a deliberately conducted practice of investigation, of problem solving, and of both personal and community growth—was the wellspring of democracy itself.

Because each classroom represented a microcosm of the human relationships that constituted the larger community, Dewey believed that the school, as a "little democracy," could create a "more lovely society.

This dramatic change in American pedagogy, however, was not alone the work of John Dewey. To be sure, Dewey's attraction to child-centered educational practices was shared by other Progressive educators and researchers—such as Ella Flagg Young —Dewey's colleague and kindred spirit at the University of Chicago, and Granville Stanley Hall —the iconoclastic Clark University psychologist and avowed leader of the child study movement—who collectively derived their understanding of child-centeredness from reading and studying a diverse array of nineteenth and twentieth-century European and American philosophical schools.

In general, the received philosophical traditions employed by Dewey and his fellow Progressives at once deified childhood and advanced ideas of social and intellectual interdependence. First, in their writings about childhood, Frenchman Jean Jacques Rousseau — emphasized its organic and natural dimensions; while English literary romantics such as William Wordsworth — and William Blake — celebrated its innate purity and piety, a characterization later shared by American transcendentalist philosophers Ralph Waldo Emerson — and Henry David Thoreau — For these thinkers, childhood was a period of innocence, goodness, and piety that was in every way morally superior to the polluted lives led by most adults.

It was the very sanctity of childhood that convinced the romantics and transcendentalists that the idea of childhood should be preserved and cultivated through educational instruction. Second, and more important, Dewey and his fellow educational Progressives drew from the work of the German philosopher Friedrich Froebel — and Swiss educator Johann Pestalozzi — Froebel and Pestalozzi were among the first to articulate the process of educating the "whole child," wherein learning moved beyond the subject matter and ultimately rested upon the needs and interests of the child.

Tending to both the pupil's head and heart, they believed, was the real business of schooling, and they searched for an empirical and rational science of education that would incorporate these foundational principles.

Froebel drew upon the garden metaphor of cultivating young children toward maturity, and he provided the European foundations for the late-nineteenth-century kindergarten movement in the United States. Similarly, Pestalozzi popularized the pedagogical method of object teaching, wherein a teacher began with an object related to the child's world in order to initiate the child into the world of the educator.

Finally, Dewey drew inspiration from the ideas of philosopher and psychologist William James — Dewey's interpretation of James's philosophical pragmatism, which was similar to the ideas underpinning Pestalozzi's object teaching, joined thinking and doing as two seamlessly connected halves of the learning process.

By focusing on the relationship between thinking and doing, Dewey believed his educational philosophy could equip each child with the problem-solving skills required to overcome obstacles between a given and desired set of circumstances. According to Dewey, education was not simply a means to a future life, but instead represented a full life unto itself.

Pedagogical Progressivism

Taken together, then, these European and American philosophical traditions helped Progressives connect childhood and democracy with education: Children, if taught to understand the relationship between thinking and doing, would be fully equipped for active participation in a democratic society.

It was for these reasons that the Progressive education movement broke from pedagogical traditionalists organized around the seemingly outmoded and antidemocratic ideas of drill, discipline, and didactic exercises.

Pedagogical Progressivism The pedagogical Progressives who embraced this child-centered pedagogy favored education built upon an experience-based curriculum developed by both students and teachers.

Teachers played a special role in the Progressive formulation for education as they merged their deep knowledge of, and affection for, children with the intellectual demands of the subject matter. Contrary to his detractors, then and now, Dewey, while admittedly antiauthoritarian, did not take child-centered curriculum and pedagogy to mean the complete abandonment of traditional subject matter or instructional guidance and control.

In fact, Dewey criticized derivations of those theories that treated education as a mere source of amusement or as a justification for rotevocationalism.Source: Robert G. Peters, with thanks to the books Schools of Quality, by John Jay Bonstigl, and In Search of Understanding, by Martin C. Brooks and Jaqueline Grennon, Independent Schools..

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Philosophical Foundations

The idea that education revolves around the students is a major tenet of progressivism, but it's not the only one. Remember that progressivism . Progressivism recognizes the child as a complete, dynamic and living organism. Therefore, every type of education is a continual necessity.

The progressives believe that the healthy growth of personality results four looking after all the aspects of the child. They also pay regard to the part that culture plays in the development of the individual.

Progressive Education - Philosophical Foundations, Pedagogical Progressivism, Administrative Progressivism, Life-Adjustment Progressivism historians of education have reached a consensus on the central importance of the Progressive Era and the educational reformers who shaped it during the early twentieth century.

This is not to . The importance of quality education and progressivism. Posted on Mar 11, | 0 comments Our Focus is Your Success. Symbolism essay for the scarlet letter, things to do your research paper on, essay editing melbourne.

The philosophy of education examines the goals, forms, methods, and meaning of education. The term is used to describe both fundamental philosophical analysis of these themes and the description or analysis of particular pedagogical approaches.

educationintrototeaching / Theories of Education: Progressivism