Progressivism

Progressivism

by Anne Atkins-Bostic

Developed from Pragmatism

Rooted in writings of Thomas Jefferson, Horace Mann and John Dewey

HISTORICAL BACKGROUND

Developed in the 1880s by John Dewey

Inspired by European philosophies of Pestalozzi and Froebel as well as American philosophical ideas of Emerson and Thoreau

Schools as ‘little democracies’ which could help create social well-being and a ‘more lovely society’

(Loss & Loss)

Main Strategies

1

problem-solving

2

scientific method

3

cooperative learning

4

self-discipline

5

main focus on how to think

not what to think

Teacher functions as a guide,

allowing students a certain amount of autonomy

opposed to

#2

#4

overreliance on textbook methods

#1

#3

static aims and materials that failed to take account of a changing world

authoritarian teaching

memorization of factual data by constant drill

#5

intimidation or corporal punishment as a form of discipline

#6

attempts to separate education from Individual experiences and social reality

Ornstein, 2017, pg. 40

Problems

McCarthy Era

Administrative Progressivism

According to Loss & Loss, the ‘feel-good classroom instruction and the alleged liberal political orientation of Progressive educators cut against the grain of 1950s conservative America’ and the McCarthy era.

-developed vocational education tracks which prepared students for the economy as their interpretation of differentiation in early 1900s (Loss & Loss)

Issues within the movement

IQ Tests

-Progressivist extremists denouncing the value of knowledge on one side and the laissez-faire educators rejecting any adult authority on the other

-introduction of IQ tests to determine student tracks as introduced by Thorndike redirected the child-centered philosophy of Dewey and after WW2, Progressivism started to phase out.

?

INFO

Humanistic Curriculum

Emphasizes ‘affective rather than cognitive outcomes’ such as ‘happiness, aesthetics, spirituality, caring, and empathy’ (Ornstein, 2017, pg. 41)

Teachers should be positive and supportive and they should actively engage students in their classroom

Focuses on nurturing competent and caring students

Additional focus on the child's strengths and interests and acknowledges the need for more individualized curriculum design for the students’ abilities and needs

Encourages ‘student Independence, self-direction, and acceptance of self and others’ (Ornstein, 2017, pg. 42)

According to some humanists, success is achieved through an ability to ‘ work joyfully’ and ‘live positively’

?

INFO

Relevant Curriculum

started in 1960s with emphasis on:

1) individualized instruction,

2) revised and new courses based on interests of students,

3) education alternatives such as electives (primarily in high school),

4) extension of the curriculum such as work-study programs,

5) relaxation of academic standards and admission standards higher education.

?

INFO

Radical School Reform

Questions contemporary school methods to sort and track students for various jobs that perpetuate class differences as well as a culture of production and consumption which benefits a few and exploits the vast majority.

One proponent, Giroux, argues that teachers ’ dislike and distrust’ their students’ and ‘fear being involved with young people in any situation that is not under their complete control.’

Encourages efforts leading to ‘unschooling’ and elimination of schools

Connection

The sorting-and-tracking charge against the current educational system, on the other hand, is echoed by the phenomena of the school-to-prison pipeline which takes the tracking to a whole different level. Progressivism and its idea of creating small democracies of thinking and contributing students seem to actually reduce delinquency and therefore increase individual success in school for boys according to several different studies. (Milner, 2014, pg. 13) Thus, including strategies such as class meetings and peer mediation can be very useful in allowing all students to feel validated. These components also teach the soft skills that are necessary for students to be successful in their daily lives and in any future occupations.

The negative climate of fear and frustration on part of teachers is sometimes the case in urban school settings, particularly in high schools with high populations of students with backgrounds different from those of the teachers. Lack of understanding of other cultures and the growing frustration on part of the students who often do not feel wanted or appreciated by the educational system causes friction and undesirable conditions for students and staff alike. School districts, like CMS, are noticing the performance gaps and are trying to develop plans to address these issues. Yet it seems that up until now, strategies from Progressivism are only implemented in special magnet school programs, charter schools, or TD classrooms, rather than with at-risk or low performing groups in fear they would not benefit from the perceived unrestrained freedom in Progressivist classrooms. And yet I have found that the humanist touch which is not always present in today’s high-stakes school settings is frequently rewarded by those populations with increased determination to excel as they feel welcomed, appreciated, and valued for what they bring to the classroom.

Progressivism as a Solution

Countering the Critics

Teaching with lots of freedom for the students actually requires lots of control on part of the teacher which is based on the respect of the teacher and appreciation for the freedom that they are not accustomed to. In turn, students learn how to self-regulate in order to keep their freedom, making learning more enjoyable and productive for all involved. In a classroom where students feel appreciated and learning is something enjoyable the tasks are no longer drudgery and that can change the outlook on education, which may lead the students to apply themselves academically leading to higher performance and potentially preparation for higher-level classes in the future due to their drive and ability to think independently, problem-solve and adjust to different situations. Even if students are choosing a career in the trades, they would try to excel within that field and feel content with that choice. Not everyone will go to medical school or become an engineer but we can mold students who feel okay about their career path, even if it amounts to limited financial success as long as it allows them to live comfortably. It is therefore important to steer away from only acknowledging academic and financial success and help students to become content and engaged citizens who are able to provide for themselves and their families while making a positive impact on society in one way or another.

Considering its advantages, instead of prescriptive and narrow curricula often reserved for low-performing schools or classrooms, educators should look towards the benefits Progressivist strategies could bring to their program.

Conclusion