ERIC Number: ED231895
Record Type: RIE
Publication Date: 1983-May
Reference Count: 0
A Commemoration of Progressive Schools: Past and Present.
Insights, v15 n8 May 1983
This paper traces the development of progressivism in American education, a movement that emphasizes the development of all the native capacities of each child, instead of just teaching reading, writing, and the gathering of facts. Focusing first on the post-Civil War period, the author discusses reformists' early arguments against the linear curriculum chain, rote learning, and the formalism and increasing centralization of schools--conditions that resulted from the movement to universalize education. The author then discusses 19th and 20th century progressive reformists and reform movements. Identifying John Dewey as having given the movement its intellectual leadership, the author briefly considers Dewey's theories and the progressive schools that these theories inspired. The paper also examines the decline of educational progressivism during the Depression, and its resurgence in the 1960s. It is suggested that renewed interest in progressivism in the 1960s has not been potent enough to challenge the narrow and technocratic educational formulations that are again dominating thinking about schools. Today, the author stresses, teachers, administrators, and parents must return to the teachings of the early progressivists, and work to reaffirm a liberating view of education. (MJL)
Publication Type: Collected Works - Serials; Speeches/Meeting Papers; Historical Materials
Education Level: N/A
Authoring Institution: North Dakota Univ., Grand Forks. Center for Teaching and Learning.
Identifiers: Dewey (John)
Note: Reprint of paper presented at the Miquon Conference of Progressive Schools (Philadelphia, PA, April 7, 1983).