ERIC Number: ED341139
Record Type: RIE
Publication Date: 1990-Apr
Reference Count: N/A
Curriculum-Making of the Child-Centered Progressive Educators: Contraposed to Dewey's Theory of Experience.
Sclan, Eileen M.
Ways in which leading child-centered progressives have transformed Dewey's educational philosophy into a self-perpetuating false ideology of education are examined in this paper, which focuses on how Dewey's principles of "interaction" and "community" were distorted in defining "educative experiences." The progressives' misinterpretation may stem from a failure to understand the concept of "starting with the child," which resulted in the exclusion of traditional subject matter. A paradox is that overemphasis on the child limited the child. A learning-centered school with a neo-Deweyan philosophy is proposed, which stresses connection between the subject matter and child, between knowing and not knowing, and which incorporates students into a self-perpetuating learning process. (36 references) (LMI)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Child Centered Education; Deweys Experimentalism
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990).