Progressivism Philosophy Of Education : Progressivism

John Dewey is considered to have been a pedagogical progressivist, meaning he focused on education reform by first reforming the way that the teaching was actually done. In the past education focused on teaching children facts, mostly by learning with repetition. This was a problem because it taught children information but not how to use that mindfulness with critical thinking in real-world situations. These problems led John Dewey to write a series of articles that described his views on teaching and how it should be improved upon, this is called “My Pedagogic Creed”. Dewey wanted to equally incorporate a psychological, the abilities and interest of the student, and sociological, the needs and commitments of the society, aspect into teaching. He believed that children were born with blank slates and throughout their lives they would receive guidance “unconsciously” and be molded into adults (Dewey, 1). So the introduction of these aspects would help the molded children into better citizens and that would help drive the social economy into prosperity and overall a better democratic society.

Before the Progressive Era, during the late nineteenth and twentieth centuries education was for necessary for everyone nor was it a necessity. Before this era going to school was not the norm, especially for women. Women usually only attended elementary school, since they only need basic literacy skills for the time. Whereas men usually finished middle school and some even men went high school and some perhaps went on to college. The Progressives had new

Public education in America began in the early to mid-19th century with the simple goal of “uniting the American population by instilling common moral and political values” (Spring, 2012, p. 5). Our country was founded by men who designed the constitution so that it could be amended to accommodate changing political and social climates. They believed in the ideology of the American dream which “holds out a vision of both individual success and the collective good of all” (Hochschild & Scovronick, 2004, p. 1). It is with this same ideology that our public schools were

A large part of my educational philosophy is based on the fundamentals of Progressivism. This philosophy, founded by John Dewey, organizes schools around the concerns, curiosity, and real world experiences of students. I agree with these ideas because people must continually learn to keep up with today’s fast paced world. I believe that when learning is relevant and enjoyable students are encouraged to take responsibility for their own learning. Progressivism has respect for individuality, a high regard for science, and a receptivity to change that I feel is critical to successful education. As a Progressive teacher I will facilitate learning by helping students formulate meaningful questions and devise strategies to answer those questions. In my opinion, answers are best discovered through real world experience, especially hands on learning or pragmatism. I believe that there is a time and place for book-learning; however, there is no substitute for actually doing things. I

In chapter one, Joel Spring covers the topics of the history and political goals of public school. From the beginning of the public school education system politics seemed to have a hand inside public schools. Joel Spring mentions about the controversial goals of education. The main topic for this chapter seems to point towards the political approach to the goals of education. Now not all goals are bad but they do have an underlining that can spark a debate whether it is between the parents, students, teachers, or politicians. Goals such as subject matter, patriotism, should public schools override the objections of the parents over subject matter. A good quote from the book “American Education” is “Education goals are a product of what people believe schooling should do for the good of society.” With such a simple definition of what educational goals are ends up being much scrutinized. Everyone has an opinion sometimes they turn out to be great ideas and other times not.

In the 1997 article, “Public Goods, Private Goods: The American Struggle over Educational Goals” by David Labaree, Labaree describes three goals that have been at the core of educational conflicts over the years. The first goal mentioned is democratic equality, which is meant to create good citizens and enable educational access to all. The second goal is social efficiency, which creates workers and is viewed by taxpayers and employers as a goal to prepare students for market roles. Lastly is the third goal of social mobility, where individual success for attractive market roles is the main purpose. This primary goal of education has been ever fluctuating. The argument of this essay is that social mobility has now triumphed over democratic equality and social efficiency as the primary goal of education due to parents. This view of social mobility by parents is negative to due its numerous consequences, significantly the growing disparity between the wealthy and the underprivileged, and additionally, the health of children, their behavior, and the degree to which they learn educational material are all affected.

Education is considered a right in most first world countries and compulsory public education has been in effect in the United States for over a century. So, why do governments have trouble assigning a purpose to public education and experiencing student growth across the board? How can schools change their approach in order to ensure that their students are ready to create their own opportunities? Scholar and politician Winston Churchill notes in his autobiography, My Early Life, “But now I pity undergraduates, when I see what frivolous lives many of them lead in the midst of precious fleeting opportunity. After all, a man’s Life must be nailed to a cross of either Thought or Action. Without work there is no play.” (p. 113) From this it can be concluded that Churchill believes the purpose of education is to teach students how to be active in their community along with the importance of judgement and choice, in order to further the success of their country.

The Progressive Movement in the late nineteenth century, early twentieth century presented quite a situation for historians to conquer. At the turn of the twentieth century political questioning was the norm. Practically every historian that writes about this time period has a different opinion of what made up “Progressive Movement,” some even going so far to beg the question if it was actually a movement or if it was more of an “era.” The two are interchanged so often that they have in many ways come to mean the same thing although according to some they are distinctly different.

The purpose of education is to provide all children with the tools to reach their fullest potential. Realistically educational systems have failed (and have been set up this way) to exclude various groups based upon race, gender, orientation and social class. This is the history that education is trying to deal with, and overcome (Roland, 2009).

Education has had three phases of development according, to Van Krieken, 2013. Each phase being associated with a set of beliefs about the nature and purpose of education. Firstly, the advent of the modern system from the mid-19th century to World War II, influenced chiefly by liberal humanist ideas. Secondly, post World War II expansion into the late 1970’s was influenced by social democratic beliefs. Finally, the increased marketisation of education which has been influenced by neoliberalism since the 1980’s (Krieken, 2013, p. 149).

social order. The Progressive movement, 1901 to 1917, was ultimately the triumph of conservatism rather than a

Like other important issues, those concerned with the nation’s educational system come from many differing perspectives. Each one of these perspectives has a different set of solutions for education in America. Liberals believe that the most effective way to improve schools is to provide more adequate funding. They strongly disagree with many of the Conservative solutions. Conservatives advocate for the raising of educational standards, the creation of student centered schools, and offering educational choices to parents. The Moderate perspective for education consists of a blend of ideas from both the conservative and liberal viewpoint.

There are two educational philosophies that influence the way I want to teach in my own classroom. Essentialism and progressivism correspond to my beliefs. They both represent the values that I hold important when coming to running my future class. These philosophies interconnect to form the view of the best educational philosophy for me.

Progressivism will also be a part of my classroom. The world is constantly changing and as a part of the world we must be able to change with it as John Dewey, the man responsible for the success of progressivism, realized. Dewey relied on the scientific method to develop his ideas and found that books are no substitute for actually doing and experiencing in the learning process. I agree with Dewey on this point because in my classroom I plan to allow students to experience as much as they can first hand. Actually, being part of or performing an experiment helps to teach students because they are able to apply what they are learning to the real world. This ties in with the essentialist philosophy as well as the behaviorist philosophy. Progressivism also encourages social interaction between all students. Learning social skills is an important part of the learning process in school because this is one of the skills that the students will need in the world after school. Having activities and lab experiments in the classroom will encourage the growth of social skills.

A progressive classroom looks different, and a progressive teacher inspires unique thinking in individual students differently, as well. Instead of being strict with a set curriculum and specific subject to cover, teachers find their students’ present interests, abilities, and needs. Developing individualized education plans based on student interests and