The document discusses the philosophy of progressivism in education. Some key points: - Progressivism is a revolt against traditional education, focusing on child-centered learning. It emphasizes learning by doing and experiences over formalism. - Major early proponents included John Dewey and F.W. Parker in the 19th century. The Progressive Education Association was formed in 1919. - Progressivism believes education should develop the whole child through a curriculum based on their interests and experiences. Learning happens through projects, group work, role playing and other active methods. - The teacher acts as a guide rather than sole authority. Assessment focuses on productions, presentations and feedback rather than exams.

1. Presented by:
Asma Ph D Scholar

2.  Introduction
 Aims of education and progressivism
 Curriculum and progressivism
 Teaching method and progressivism
 Role of teacher and progressivism
 Progressivism and assessment
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3.  It is an American philosophy. It is a revolt against
traditional system of education, excessive formalism,
strict discipline and theoretical learning.
 If we open the page of history, it was F.W. Parker who
raised his voice against prevailing system of education
and conventional wisdom during 19th century.
 John Dewey, Thorndike, Kilpatrick joined the Parker
group.
 Formation of progressive Education Association (PEA)
in 1919 fuelled the movement which stood for
progressivism education.
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4.  The key work of this philosophy is progress which is
related and dynamic.
 Became popular in 1929
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5. John Dewey,
Thorndike
W.H. Kilpatrick
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6. 10/10/2020 6Progressivism

7.  Theory deals with learning by doing
 Grounded on the philosophy of pragmatism
 Ideas should be tested by active participation
 Students learns which is related to their lives
 Theory provoke curiosity in students
 Learning rooted in questions of learners
 Experiences and student centered
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8.  An all round development of the child
 Development of personality of child through
democratic environment
 Social participation
 Provision of activities and experiences
 Education for the whole personality
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9.  Curriculum reflect child daily life
 Activity centered curriculum
 Books and subject matter were part of the learning
process rather than sources of ultimate knowledge
 Basis of curriculum on students interests
 Uses the life experience approach to fit the students
for future social action
 political, moral, social, vocational, intellectual,
mathematics, general sciences, languages, integration
of experiences
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10.  Project method
 Conferences
 Demonstration
 Group work
 Role play
 Debates
 Inquiry
 Discussion
 Planning and participation in the activities
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11.  A friend philosopher and guide
 As a facilitator
 Determine students interest
 Involve students in curriculum development
 Stimulate direct learning process
 Teacher will act as a stage setter, coordinator and guide but
he/she is not a total authority, just guides the situation
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12.  School is a miniature society. It mirrors the life of
society.
 The school should be a sort of laboratory with works,
activities and experiences which bring joy and
happiness in pupils. School is a hub of cooperation.
 One remarkable feature is that education is not
divided as the present: (stages of education)
 However progressivism supported division of
education as elementary, secondary and university
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13.  Assessment by evaluation of child’s project and
productions
 Assessment by the class presentation or a workshop
organized by a group of learner
 Quizzes / oral questioning
 Feedback
 Performance based assessment
 Observation
 Multiple choice question
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14. This philosophy believes that education should focus on
child rather than subject.
Importance of students interests
Problem solving by active learners and through experiments
Development of personal and social values in students
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15.  The critics of progressive method of teaching say that
the pupils in the progressive classroom lack in
discipline.
 Required more funding
 Countries have not sufficient budget for practical work
 Role of teacher, demand no expertise of teacher
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16.  After understanding this philosophy, as a teacher we
have to think that which type of philosophy is best
according to our learner’s need and situation
 Time prove that this philosophy is very useful till today
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Thank you