The Progressive Education Tradition

PROGRESSIVE EDUCATION: GRAND TRADITION, CONTEMPORARY TRANSITIONS Beaver Country Day School April 19, 2005 P. Gow

BACKGROUND ,[object Object],[object Object],[object Object]

FROM ED SCHOOL TO KIDS ,[object Object],[object Object],[object Object],[object Object]

SERIOUS SOCIAL EXPERIMENTS ,[object Object],[object Object],[object Object],[object Object]

PROGRESSIVE INNOVATIONS FROM “BACK IN THE DAY” ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

PROGRESSIVE EDUCATION, 1930 (BCDS) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

EIGHT-YEAR STUDY (1933–41) ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

THE FINDINGS OF THE STUDY ,[object Object],[object Object],[object Object],[object Object]

THE EISENHOWER YEARS ,[object Object],[object Object],[object Object]

PROGRESSIVE to PERMISSIVE, 1960s–1980s: Things Critics Love to Hate ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

BUT YET… ,[object Object],[object Object],[object Object],[object Object]

REMEMBER… ,[object Object],[object Object]

A New Progressivism for the 21st Century Some propositions

THE RECENT CRITIQUE ,[object Object],[object Object],[object Object]

THE RESPONSE ,[object Object],[object Object],[object Object]

SUCCESSORS OF DEWEY et al. ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Aspects of the New Progressivism: Institutional Values

VALUES ,[object Object],[object Object],[object Object],[object Object]

STANDARDS ,[object Object],[object Object],[object Object],[object Object]

CULTURALLY INCLUSIVE ,[object Object],[object Object],[object Object],[object Object]

ENGAGING ,[object Object],[object Object],[object Object],[object Object]

THE THIRD CULTURE ,[object Object],[object Object],[object Object],[object Object]

Aspects of the New Progressivism: Curriculum

“INTERDISCIPLINARY” ,[object Object],[object Object],[object Object]

PROJECT-BASED ,[object Object],[object Object],[object Object],[object Object]

EXPERIENTIAL ,[object Object],[object Object],[object Object],[object Object]

ASSESSMENT-DRIVEN ,[object Object],[object Object],[object Object],[object Object]

FEEDBACK ,[object Object],[object Object],[object Object],[object Object]

Aspects of the New Progressivism: Pedagogy

THE TEACHER-OBSERVER ,[object Object],[object Object],[object Object],[object Object]

COLLABORATION ,[object Object],[object Object],[object Object],[object Object]

LEARNING STYLES ,[object Object],[object Object],[object Object],[object Object]

METACOGNITION ,[object Object],[object Object],[object Object]

Aspects of the New Progressivism: Some Implications

FOR CURRICULUM: ,[object Object],[object Object]

FOR PEDAGOGY: ,[object Object],[object Object],[object Object]

FOR INSTITUTIONAL VALUES ,[object Object],[object Object],[object Object]

FOR STUDENTS: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

FOR US: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

The Progressive Education Tradition

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