FD 603: Foundations of Education II

PHILOSOPHIES OF EDUCATION
PROGRESSIVISM
 Progressivism is a broad political philosophy based on the idea of progress, which asserts that advances
in science, technology, economic, development, and social organization can improve the human
condition.
 Progressivism became highly significant during the Age of Enlightenment in Europe, out of the belief that
Europe was demonstrating that societies could progress in civility from barbaric conditions to civilization
through strengthening the basis of empirical knowledge as the foundation of society.
 Immanuel Kant identified progress as being a movement away from barbarism towards civilization.
Eighteenth century philosopher and political scientist Marquis de Condorcet predicted that political
progress would involve the disappearance of slavery, the rise of literacy, the lessening of inequalities
between the sexes, reforms of harsh prisons and the decline of poverty.

Characteristics:
 Emphasis on learning by doing- hands-on projects, expeditionary learning, experiential learning
 Integrated curriculum focused on thematic units
 Integration of entrepreneurship into education
 Strong emphasis on problem solving and critical thinking
 Group work and development of social skills
 Understanding and action as the goals of learning as opposed to rote knowledge
 Collaborative and cooperative learning projects
 Education for social responsibility and democracy
 Highly personalized education accounting for each individual’s personal goals
 Integration of community service and service learning projects into the daily curriculum
 Selection of subject content by looking forward to ask what skills will be needed in future society
 De-emphasis on textbooks in favor of varied learning resources
 Emphasis on lifelong learning and social skills
 Assessment by evaluation of child’s projects and productions
Proponents of Progressivism:
John Dewey
- schools should reflect the life of the society
- suggested that the schools take on such responsibilities as the acculturation of
immigrants in addition to merely teaching academic skills
- suggested the division of more advanced work into units organized around some
central theme was an attempt to adapt the method to the academic needs of older
children
Major Contributions of Progressivism
1. Democracy is education. Schools teach what society is, and prepare children for life in a democratic
society.
2. The child is the curriculum which means that curriculum is based on children and what they need to
know to prepare them for their future.
3. It also brought vision that schools were beautiful places where children could learn and grow instead
of the prison environment where kids hate to be which is what many schools in society are like today.
Strengths:
1. All children are worthy as individuals.
2. Progressivism is an agent of change.
3. The standards are forward thinking and must support preparation for challenging work in college and
beyond – changing the world
Weaknesses:
1. Teachers must be purposeful in their preparation, cunning in their methods and steadfast in
maintaining the values and expectations of the school.
2. Teachers must have their opportunities to expand their classroom practice.
 3. Willingness to take responsibility to oneself and to the world seriously.
Implications of Progressivism to Teaching and Learning:
- Schools must engage in continuous investigation and research into the ways children
learn and into the best practices in the design of the curriculum.
- Students must be challenged by sophisticated ideas and rigorous work, there cannot
be any holding back from the intellectual, social and ethical demands of the school.

SOCIAL RECONSTRUCTIONISM
 Claims to be the true successor of progressivism and declares that the chief purpose of education is to
“RECONSTRUCT” society in order to meet the cultural crisis brought about by social, political, and
economic problems.
 A philosophy that emphasizes the addressing of social questions and a quest to create a better society
and worldwide democracy. Typically, a reconstructionist focus on a curriculum that highlights social
reform.
 Philosophical root: Pragmatism- a reasonable and logical way of doing things or thinking about problems
that is based on dealing with specific situations instead of ideas and theories.

Principal Proponents:

Theodore Brameld (1904-1987)

- was considered the founder of social reconstructionism
- he recognized the potential for either human annihilation through technology and
human cruelty and the use of technology and human compassion to create a
beneficent society
George Counts (1889-1974)
- recognized that education was the means of preparing people for creating this new
social order
Paulo Freire (1921-1997)
- a Brazilian whose experiences living in poverty led him to champion education and
literacy as the vehicle for social change
- humans must learn to resist oppression and not become its victims, nor oppress
others.
- saw teaching and learning as a process of inquiry in which the child must invest and
reinvent the world.
The Purpose of Schooling
critically examine all cultural and educational institutions and recommend change and reform as needed
to teach students and the public not to settle for “what is” but rather to dream about “what might be”
prepare students to become agents for change
Nature of the Learner
Students are a critical element of bringing social change
Students are capable of initiating and adapting to change especially if they are influenced by appropriate
adult role models

Curriculum
Reflect democratic ideals and emphasize civic education
 Opportunity for students to gain first-hand experience in studying real social problems and controversial
issues
Students consider societal problems such as place of ethics in improving quality of life, conserve natural
resources, and issues of foreign policy and naturalism

Instructional Methods
Cooperative learning, problem solving, critical thinking
Focus on active learning and activities outside of school
Students spend time in the community to learn its problems
Would analyze research and link issues to place in the community and larger society
Take action or responsibility in planning for change
Classroom Management
Teacher and students question the assumptions of the status quo and examine social issues and future
trends
Organize classroom in a classless nonsexist and non-racial manner
Less emphasis on management and control and more focus on community building
Atmosphere promotes analysis, criticism, and research would best describe the classroom environment
Conflict resolution and differences in world views would be encouraged and reinforced
Assessment
Students have the ability to think in critical terms and expose their assumptions and practices
Oppose standardized test of both students and teachers.
As a Teacher
Must be willing to engage in ongoing renewal of their person and professional lives
Criticize and evaluate work conditions and extend educational role outside of the classroom
Must be comfortable with constant change
Dislikes the status quo and views school as a particular culture in evolution
Willing to engage and form alliances with the community and partners to make the school better.