Progressive education
- 1. Progressive Education Presented By Ms. Gurkirat Kaur
- 2. Pioneers of Progressive Education Educational Pioneers John Dewey Francis Parker Lucy Sprague Mitchell William Kilpatrick Friedrich Froebel William James G. Stanley Hall
- 3. The Progressive Education was an attempt towards 1. The child should have freedom to develop naturally. 2. Natural interest is the best motive for work. 3. The teacher is a guide, not a taskmaster. 4. A student’s development must be measured scientifically, not just by grades. 5. Students’ general health and physical development require attention. 6. The school and the home must work together to meet children’s needs. 7. The progressive school should be a leader in trying new educational ideas”
- 4. Two main approaches of progressive education are ‘child-centred’ education - which aims to give children the freedom to develop naturally in a democratic environment, and, ‘social-reconstructionism’ - which focuses on a curriculum highlighting social reform as the aim of education
- 5. Attributes •Emphasis on learning by doing – hands-on projects, expeditionary learning, experiential learning •Integrated curriculum focused on thematic units •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
- 6. Attributes •Collaborative and cooperative learning projects •Education for social responsibility and democracy •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
- 7. Criticism of Progressive Education Strongest critic is E. D. Hirsch Jr. According to Hirsch, “from kindergarten through high school, our public educational system is among the worst in the developed world. For over fifty years, American schools have operated on the assumption that challenging children academically is unnatural for them, that teachers do not need to know the subjects they teach, that the learning ‘process’ should be emphasized over the facts taught. All this is tragically wrong.”
Editor's Notes
- #2: Jaime Host