ERIC Number: EJ848129
Record Type: Journal
Publication Date: 2004
Reference Count: 25
Selling the Postwar PEA: James L. Hymes, Jr.'s Interpretations of Progressive Education Philosophy
Anderson, Charlotte J.
American Educational History Journal, v31 n2 p163-170 2004
The Progressive Education Association (PEA) emphasized the responsibilities of teachers as citizens within a democracy. Teachers could and should create miniature democracies within each of their classrooms, educating boys and girls on the virtues of such a society. Education for a better democracy was a descendant of George S. Counts' stronger message for social reform and education's role within it. Counts' specific call for teachers to lead the way in national reform fell short of its complete mission, but his and others' ideas regarding teachers' responsibilities for social action and an improved society influenced the course of the PEA and its members. Emerging educational leaders like James L. Hymes, Jr. molded Counts' ideas into more palatable teachings for postwar America. In this article, the author reflects on Hymes' postwar interpretations of PEA principles. The author also discusses some aspects of humane "progressive" education that must remain in place regardless of the century.
Descriptors: Progressive Education, Educational History, Teacher Responsibility, Social Action, Educational Change, Democracy, Role of Education, Instructional Leadership, Educational Principles, Early Childhood Education, Holistic Approach
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Early Childhood Education
Authoring Institution: N/A