Progressivism : A Step Closer Education As A Reality Essay

The twentieth century only saw an increase in the industrialization and urbanization that began in the nineteenth century. The new social, political and economic problems that began to emerge due to all of the changes developing in America during these times led to a need for reform. Reform was needed throughout society whether it was in regards to immigrants, civil rights, regulating trusts, or woman’s rights to name a few. These problems extended equally into the problems that educational progressives sought out to reform. John Dewey is commonly used as the embodiment of progressive era reformation ideas but there were others as well, such as Grace C. Strachan, George Counts, and Booker T. Washington.

Pursuing the life to empower and educate our youth is the lifelong mission behind most teacher’s motivations to pursue the educational route in their higher education. My practicum placement I gained the opportunity to work alongside Ms. Jennifer Harvey in her endeavor to educate and inspire her first-grade students. In her class, I began to realize the workload and dedication that teachers set forth to help their students succeed. It may seem bizarre to believe how teachers calculate and manipulate their activities and lessons to meet their students' needs best. Consequently, my experience with her and her students, I saw how a connection formulated behind the teacher’s efforts and the performance of his or her students; it was beautiful. Over the course of my ninety-plus hours, I’ve gained more knowledge about how it means to be a teacher and how influential they are to the students than I ever imagined. Upon reflecting, I realized how this course strengthens my resolve, surprised me, helped me learn

Who loves school? What makes school enjoyable? Is it the lectures, worksheets, and tests, or the group projects, in-class discussions and high-tech games? When thinking over the answers to these questions, many people unknowingly state a preference for a more progressive teaching style. A progressive teaching style includes student participation and a large variety of modern inventions which allow more students to enjoy learning. Students receive a more complete education through enjoyment in the learning when they have the ability to set a custom pace and are able to learn according to their preferred learning style. It has become increasingly apparent to many educators how disconnected students have become from the learning environment when lectures are the sole teaching method. This discovery has led several instructors to develop new methods to educate the next generation of students for their benefit, not just for the ease and convenience of the teacher. To figure out the best balance for the future of education, like anything else, one must first understand the history of education and where schooling originated. Schooling began with a traditional style of lectures and progressed to more modern teaching methods, which have proven to be more beneficial to a learner’s future, than the traditional practices in a teacher-centered classroom.

When one walks into a classroom, they normally see a line of desks all facing the same direction so that the students may view the board in the front of the room where they will review the lecture that is planned. There is a desk for a teacher to sit at in the corner and normally a clock and a poster or two that has some sort of inspirational quote. Every elementary class that I have been in has been the same. Year after year we usher our children into an unchanging room so that they can sit, be quiet, and try to absorb maybe three percent of what you show them on the projector, but that is not how I believe that our students should learn. According to what I believe, I would be considered a progressivist. I want my students to be able to take a lesson and apply it to their lives. Progressivism is an educational philosophy emphasizing real-world problem solving and individual development (Eggen & Kauchak, 2008). There should never be a student asking why they have to learn something because you should have already explained to them in detail as to why it pertains to their lives. I also believe that students should be free to move around and communicate with one another about projects and homework and questions that they would better answer themselves. Three INTASC standards that I believe go well with progressivism and are a few of my personal favorites are as follows: numbers two, three, and five. I will use what I know about progressivism and these INTASC standards to

This is apparent in EPFE 201 through the observation of growth seen in every students ability to juggle.Juggling in the class is a tool that can be used to prove that any person can be taught something, but until they have the true passion to exceed it is simply not feasible. The world in which we find ourselves in today has the battle of forcing people to do things or deciding that people have the responsibility to do something and it is a self-made choice if they wish to or not. Traditional education would advise that all students learn in one set way while progressive gives a plethora of opportunities to learn in most comfortable ways for students.

In the nineteenth century, many psychologist and educational reformers began to challenge the past comprehension of education and it’s teachings. Many defiers believed that education cannot be simply taught out of a text book, and proceeded to prove their point. John Locke speculated that “truth and knowledge… are out of observation and experience rather than manipulation of accepted or given ideas." Johann Bernhard Basedow (1724-1790) developed new teaching methods that were simply based on interaction with a child. Johann Heinrich Pestalozzi (1746–1827), whose motto was “Learning by head, hand and heart," believed that a student learns best through experiences and “direct manipulation and experience of objects.”(__) He also felt that children learn through internal motivation rather than pressure. He concludes that a teacher’s job is to help guide their students to a place where learning can unfold naturally. Friedrich Fröbel (1782 – 1852) created the concept of kindergarten through his recognition of children’s unique needs and capabilities and belief that the teacher’s role was not to “indoctrinate but to encourage self-expression through play, both individually and in group activities.” (__) John Dewey (1859 – 1952) was an American philosopher, psychologist, and educational reformer who set standards for education that are still used today. Dewey was considered a major voice of progressive education, which is summarized as hands-on projects, expeditionary learning,

Dewey predicted that “if we teach today’s students as we taught yesterday’s, we rob them of tomorrow.” (John Dewey, 1944). This made great sense to me while I was doing my observation period in January 2015. During this period I observed that every teacher has a different learning and teaching philosophy, therefore I would like to describe my own teaching and learning philosophy and by whom I was influenced. In my discussion I will elaborate on the philosopher: John Dewey with his philosophy: “Progressivism” and other philosophers: Jean Piaget and Lev Vygotsky with their philosophy: “Constructivism”. I am also going to elaborate on my ideas on teaching, learning and the children of the future in my class together with how Dewey, Piaget and Vygotsky influenced my thinking.

Back to the philosophies: progressivism stuck out to me because it was based on the kid. If the kid is having to spend six hours a day in a classroom, 5ish days of the week, then they better be enjoying what they are doing. I’m a big proponent of, “you’re only a kid once,” unless you’re my father who has what we call “peter-pan syndrome.” Children should enjoy school and

Dewey theory of progressive education is essentially a view of education that emphasizes the need to learn by doing, this puts him in the educational philosophy of pragmatism which believes that reality must be experienced. He believed that child’s life experience should build so that the students must interact with their environment to adapt and learn. He called for child-centered approach and inquiry-based learning to education which emphasis learning in the needs and interests of the child. He believed that students needs to love what they learn, and need students to develop their own goals and their own interest, which is the importance of students’ engagement in learning nowadays.

When parents send their children off to school, they are placing immeasurable trust in our educational system to academically and intellectually develop them. However, in many cases teachers too often act as authoritarians, and not as agents that encourage independent thinking. Sadovnik (2006) describes the atmosphere in the classroom by citing Dewey’s work, saying that he believed that the schools, teachers, instruction, and curriculum all had a role in a students’ development. “In a progressive setting, the teacher is no longer the authoritarian figure from which all knowledge flows; rather, the teacher assumes the peripheral position of facilitator. The teacher encourages, offers suggestions, questions, and helps plan and implement courses of study” (Sadovnik, 2006).

I believe the essence of education includes growth. The purpose of education is not to just fill our head with lots of information, but to discover your uniqueness and to teach us how to develop it, and to show us how to, in return, give it away. Once you learn something in life, you should be able to absorb it in a way to use it in your life and then in turn pass it on to someone else in order to contribute to their growth as well. I also believe that the essence of education includes knowledge and skills. Once you are educated on a matter you obtain knowledge and/or skill. Education is understood as the artificial extension of human ability to learn, as the product of learner’s own efforts (Sidorkin, 2011).

John Dewey, another educational philosopher believed “Education is a social process. Education is growth. Education is, not a preparation for life; education is life itself.” (Inc.) He felt that learning took place only when students had internalized what they had gained through experience and practiced it in their own lives. In a progressive classroom, the teacher designs experiences for students with the idea that through experience, students build knowledge and skills. A society of individuals conforming to studying flashcards may be good, but a society of literate individuals consciously aware of why and how the facts on the flashcards and in mass media can solve new problems is better.

By design twenty-first century learning prepares students to be successful, contributing citizens in the locale of today’s global society. Twenty-first century learning requires students to understand how to learn independently and develop strong critical thinking and interpersonal communication skills (Mcleod, 2010). The principles and practices of progressive education convey a striking resemblance to the contemporary principles associated with twenty-first century learning (Little, 2013). Progressives from the twentieth century and twenty-first century educators both have focused on the particulars of schooling, teaching, instruction, and concern for the individual leaners through the curriculum (Hewitt, 2009; Little, 2013).

Progressive Education refers to a pedagogical movement that started as a means to reform traditional teaching methods. The approach in Progressive Education is a method of teaching that recognises the value of self-expression, flexible and informal classroom atmosphere and proper attention for every student. It lays emphasis on learning through experience rather than memorising facts without having clear understanding of certain concepts and literature. Progressive Education is a result of the progressive thought of various 19th century educators who decided that there had to be a better way of imparting knowledge and educating children. Some influential progressive educators were John Dewey and William H. Kirkpatrick.

I believe that every child learns differently and therefore must be taught in a different way. By using scaffolding I will ask questions and give cues to help the children make the connection between new and old information. With group work, they will be exposed to different teaching techniques from group members and myself. When a child is exposed to different material, they are more likely to achieve the equilibrium process of assimilation and accommodation. While using progressivism, I can allow my students to explore through experience and interest. It will be up to the students which project we do in class and when we do it, but it will be material that is required to be covered. From my experience if students get to pick what they learn, they feel more apart of the classroom.