4 Strands of progressive Ed
child-centered
~~free expression of the child
Pedagogical
~~Dewey, how do we humanize the academics
~~we can't just "learn the stuff", but need some engagement (Ravitch agrees with this)
Social Constructivist
~~school is a level to create a socialist society, absurd power
~~schools will servert society, rather than be a part of it
Social Efficiency
~~adjusting young people to the society that already exists
~~make sure they all don't get the same stuff, but there is testing and tracking, vocational education, home ec.,
~~differentiation based on children's needs
progressive ed is back in it's pedagogical form, some revivals, it's like a pendulum
progressive ed's end is influenced by Arms Race, Sputnik, but not the cause alone
it comes back again at the end of the '60s
The language and of progressive education permeated public education
Progressive education rejected: that school was primarily intellectual learning, teaching of traditional subjects, time schedules for learning, testing to check mastery of subject, relience on textbooks, competition amoung students, memorization or drill, teacher led instruction, corporal punishment. pg. 44
Stressed active learning rather than passive learning (reading), cooperative not individual, "effective learning" rather than acquisition of knowledge and so on. This was all called democracy in action. Progressive education offered a rationale for vocational classes, higher retention= democracy in action. pg. 45
They labeled their critics as reactionaries, enemies of public ed., apostles of McCarthy, lovers of the 3 R's.
Hired PR firms to counter and persuade.
Prog. ed has always been linked to American Prog. socially and politically according to Lawrence Cremin. He gives 4 purposes of prog. ed. = 1. School+community life. 2. New pedagogy in classroom based on new scientific research in socialogy and psychology. 3. Tailor instruction to children. 4. Faith that all could benefit from the new sciences. pg. 46.
After WWI, progressive ed splits from Progressive reforms. Now pedagogical Progressivism is the child centered school, pretensious scientism, social utility rather than social reform, and vigorous suspicion of "bookish" learning. Ravitch says this is a split from Dewey.
The Cardinal Principals of Secondary Education (1918) "pedagogical revolution" which intended to redefine secondary education. This contrasted to the "Committee of Ten" document from 25 years previously. This advocated liberal education for all in English, foreign languages, math, history, and science regardless if they intended college.
"Committee of Ten" vs Cardinal Principals
Cardinal Principals of Secondary Education (1918)
Committee of Ten (1893)
"pedagogical revolution" "whole new age in American secondary ed"
all, regardless of college intentions, should be liberally educated
professors of ed, secondary principals, educational bureaucrats, college pres.
included five college presidents (Harvard pres, Charles Eliot) and
US Commissioner of Ed, William T. Harris
written by NEA's Commission on the Reorganization of Secondary Ed (CRSE)
health, command of fundamental process, worthy home-membership, vocation, citizenship,
worthy use of leisure, ethical character
The original draft had no reference to intellectual development
Progressives used their science to justify projects and activities in place of subject matter as the method of education. One Prog. leader "conclusive proof" that reading must not be taught by attention to the alphabet, phonics, or any other kind of word analysis, and that it was harmful for parents to read to children.
They also argued that all learning is specific, math teaches math, not precision and concentration.
Curriculum
New educational "science", "curriculum making"
Franklin Bobbitt wrote, The Curriculum, in 1918. In 1924, he wrote How To Make a Curriculum
---Bobbit: "educaiton consists in the performance of specific activities. Educaiton that prepares for life is one that prepares definitely and adequately for these specific activities."
Harold Rugg and Ann Shumaker's The Child-Centered School, 1925
--a school devoted to "self-expression and maximum child growth"
William Heard Kilpatrick--"The Project Method" mode of teaching through student experiences verses fixed-in-advance subject matter
--good educaiton is "life itselt, living now--the opposite of education as a mere preparation for future living"
School Survey**
first used in 1910, used to
study the performance of schools
needs of schools
examine physical condition
examine financial condition
evaluation of curriculum and latest pedagogical thinking
survey could make recommendations but NOT implement them
most schools were "revising curriculum" by the '30s
Results of most all schools:
the curriculum must be dynamic to match the dynamic world in which we live
embrace the total life experience of the child
embrace the interests of the child
supplement textbooks with newspapers, magazines, excursions, projects, audiovisual aids, activities
extrinsic rewards were undemocratic and inappropriate motivation
End of Progressive Era
Progressive Era ended because it was not pragmatic
out of joint with needs of present and future, did not change with the changing times
ended in mid 1950s, largely due to "old age"
failed in leadership of racial issues and social implications of division of students (academic, general, and vocational curricula)
Russia's success with Sputnik fueled demands for increased science and math in schools
In Class Discussion
What was progressive education?
p 44 1st full paragraph " " What she says
Belief that the primary purpose of school was to improve the intellectual functioning
Mastery of subjects-don't care
competition with grades-reject
textbooks, corporal punishment, wrote memorization
not about what we think it's about changing lives, changing behavior
child labor laws-get them off the street and into schools
Why did it spread
Child labor laws, getting them off the street
p
Maintaining social status, recognizing the failures of prior society
Knowledge of things isn't good knowledge of how things work is good
treat people like subjects-
good life is surviving social status
p 48
health, home membership, leisure,
p 50 "another element of education... they dance, they sing, they model in clay, they draw and paint,
higher ed. p 53 must be modern and dynamic
schools should derive their edu from the home life
How pervasive
Teachers college reject it
p 52 curriculum revision
The process were not open for discussion, mandated if you choose not to adopt it
p 55 "there is little evidence that social reform entered the public schools..."
Life skills vs traditional education
classroom setting-knows everything needs to be challenged
treating students like cattle-
edu until 1960s when Russia launched sputnik then more math and science
Progressive "differentiation"
professional development-communication, differentiation/common assessment
stance?
anti because she provides such compelling evidence against
p 75 "Quackery in the Public Schools"
Currently against choice, NCLB
Persuasive
p 75 "Quackery in the public schools"
is she persuasive or through?
Not as much for progressive as against...
Pendulum
Table of Contents
Progressive Education
4 Strands of progressive Edchild-centered
~~free expression of the child
Pedagogical
~~Dewey, how do we humanize the academics
~~we can't just "learn the stuff", but need some engagement (Ravitch agrees with this)
Social Constructivist
~~school is a level to create a socialist society, absurd power
~~schools will servert society, rather than be a part of it
Social Efficiency
~~adjusting young people to the society that already exists
~~make sure they all don't get the same stuff, but there is testing and tracking, vocational education, home ec.,
~~differentiation based on children's needs
progressive ed is back in it's pedagogical form, some revivals, it's like a pendulum
progressive ed's end is influenced by Arms Race, Sputnik, but not the cause alone
it comes back again at the end of the '60s
The language and of progressive education permeated public education
Progressive education rejected: that school was primarily intellectual learning, teaching of traditional subjects, time schedules for learning, testing to check mastery of subject, relience on textbooks, competition amoung students, memorization or drill, teacher led instruction, corporal punishment. pg. 44
Stressed active learning rather than passive learning (reading), cooperative not individual, "effective learning" rather than acquisition of knowledge and so on. This was all called democracy in action. Progressive education offered a rationale for vocational classes, higher retention= democracy in action. pg. 45
They labeled their critics as reactionaries, enemies of public ed., apostles of McCarthy, lovers of the 3 R's.
Hired PR firms to counter and persuade.
Prog. ed has always been linked to American Prog. socially and politically according to Lawrence Cremin. He gives 4 purposes of prog. ed. = 1. School+community life. 2. New pedagogy in classroom based on new scientific research in socialogy and psychology. 3. Tailor instruction to children. 4. Faith that all could benefit from the new sciences. pg. 46.
After WWI, progressive ed splits from Progressive reforms. Now pedagogical Progressivism is the child centered school, pretensious scientism, social utility rather than social reform, and vigorous suspicion of "bookish" learning. Ravitch says this is a split from Dewey.
The Cardinal Principals of Secondary Education (1918) "pedagogical revolution" which intended to redefine secondary education. This contrasted to the "Committee of Ten" document from 25 years previously. This advocated liberal education for all in English, foreign languages, math, history, and science regardless if they intended college.
"Committee of Ten" vs Cardinal Principals
US Commissioner of Ed, William T. Harris
worthy use of leisure, ethical character
Progressives used their science to justify projects and activities in place of subject matter as the method of education. One Prog. leader "conclusive proof" that reading must not be taught by attention to the alphabet, phonics, or any other kind of word analysis, and that it was harmful for parents to read to children.
They also argued that all learning is specific, math teaches math, not precision and concentration.
Curriculum
New educational "science", "curriculum making"Franklin Bobbitt wrote, The Curriculum, in 1918. In 1924, he wrote How To Make a Curriculum
---Bobbit: "educaiton consists in the performance of specific activities. Educaiton that prepares for life is one that prepares definitely and adequately for these specific activities."
Harold Rugg and Ann Shumaker's The Child-Centered School, 1925
--a school devoted to "self-expression and maximum child growth"
William Heard Kilpatrick--"The Project Method" mode of teaching through student experiences verses fixed-in-advance subject matter
--good educaiton is "life itselt, living now--the opposite of education as a mere preparation for future living"
School Survey**
first used in 1910, used toResults of most all schools:
End of Progressive Era
In Class Discussion
What was progressive education?
p 44 1st full paragraph " " What she says
Belief that the primary purpose of school was to improve the intellectual functioning
Mastery of subjects-don't care
competition with grades-reject
textbooks, corporal punishment, wrote memorization
not about what we think it's about changing lives, changing behavior
child labor laws-get them off the street and into schools
Why did it spread
Child labor laws, getting them off the street
p
Maintaining social status, recognizing the failures of prior society
Knowledge of things isn't good knowledge of how things work is good
treat people like subjects-
good life is surviving social status
p 48
health, home membership, leisure,
p 50 "another element of education... they dance, they sing, they model in clay, they draw and paint,
higher ed. p 53 must be modern and dynamic
schools should derive their edu from the home life
How pervasive
Teachers college reject it
p 52 curriculum revision
The process were not open for discussion, mandated if you choose not to adopt it
p 55 "there is little evidence that social reform entered the public schools..."
Life skills vs traditional education
classroom setting-knows everything needs to be challenged
treating students like cattle-
edu until 1960s when Russia launched sputnik then more math and science
Progressive "differentiation"
professional development-communication, differentiation/common assessment
stance?
anti because she provides such compelling evidence against
p 75 "Quackery in the Public Schools"
Currently against choice, NCLB
Persuasive
p 75 "Quackery in the public schools"
is she persuasive or through?
Not as much for progressive as against...
Pendulum