The student-centred, progressive paradigm has not had sustained success in changing teacher-centred, formalistic practices in "developing" country classrooms. Does "Gestalt-switch" and paradigm reversal demonstrate that progressive theory has realigned with formalistic reality, or has it remained axiomatic in the research and evaluation literature? This review classifies the literature about progressive reforms into six types of findings from positive to negative. Claims for progressive successes are embedded in widespread validity, reliability, generalisability and relevance limitations. Different approaches to culture exist, while migrating definitions of child- and learner-centred education indicate semantic confusion and cognitive dissonance. Axiomatic assumptions about progressivism continue, while there is little indication of Gestalt-switch or paradigm reversal. Thus, formalism should replace progressivism as the primary frame of reference for classroom change in contexts where it is appropriate. Meanwhile, the progressive paradigm has become a heavily distorted ahistorical cage showing classic symptoms of resistance to intellectual change.