Progressivism Within Twenty First Century Learning

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Progressivism within Twenty-First Century Learning


Josh Fix

Submitted to the Faculty of
Columbus State University in Partial Fulfillment of the Requirements for the Degree of Doctor of Education

in Curriculum and Leadership

Columbus State University
Columbus, GA

July 2015
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).
In the late nineteenth, the factory system gathered people into America’s industrial cities (Waks, 2013). The old system of the home and neighborhood that trained children in the physical realities and social responsibilities of life was voided by the factory system (Waks). Only schools remained available as agencies to provide basic real-world experience and social responsibility (Waks). Progressive educators saw this challenge as a way to emphasize new teaching

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