The purposes of the first two parts of this literature review are to clarify the concept of active learning and discuss the use and value of active learning models. In Part I, the perspectives of five historical proponents of active learning, Rousseau, Pestalozzi, Dewey, Kilpatrick, and Piaget, are discussed. The views of four contemporary proponents, Bruner, Wigginton, Freire, and Sharan, are also considered. The ideas of these proponents show four common themes: (1) rejection of traditional teaching methods; (2) belief in the cognitive learning paradigm; (3) faith in the ability of students; and (4) belief in the importance of the relationship of school to society. In Part II, four major active learning movements are examined. These are the historical movements of progressive education and activity, and the contemporary movements of discovery/inquiry and cooperative learning. Part III analyzes the perspectives and movements discussed in Parts I and II. Topics include: (1) a definition of active learning; (2) the cognitive learning paradigm; (3) the roles of teachers and students; (4) the relationship between education and society; and (5) research on active learning. In Part IV, conclusions about the history and future of active learning are drawn. A bibliography containing more than 110 items is included. (Author/BC)