Progressive Education Presented By Ms. Gurkirat Kaur
Pioneers of Progressive Education Educational Pioneers John Dewey Francis Parker Lucy Sprague Mitchell William KilpatrickFriedrich Froebel William James G. Stanley Hall
The Progressive Educationwas an attempt towards1. 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 measuredscientifically, not just by grades.5. Students’ general health and physical developmentrequire attention.6. The school and the home must work together to meetchildren’s needs.7. The progressive school should be a leader in trying neweducational ideas”
Two main approaches ofprogressive 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
Attributes•Emphasis on learning by doing – hands-onprojects, expeditionary learning, experientiallearning•Integrated curriculum focused on thematicunits•Strong emphasis on problem solving andcritical thinking•Group work and development of social skills•Understanding and action as the goals oflearning as opposed to rote knowledge
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
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.”
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