Progressive Movement Research Papers

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.

Before the Progressive Era, during the late nineteenth and twentieth centuries education was for necessary for everyone nor was it a necessity. Before this era going to school was not the norm, especially for women. Women usually only attended elementary school, since they only need basic literacy skills for the time. Whereas men usually finished middle school and some even men went high school and some perhaps went on to college. The Progressives had new

Public education in America began in the early to mid-19th century with the simple goal of “uniting the American population by instilling common moral and political values” (Spring, 2012, p. 5). Our country was founded by men who designed the constitution so that it could be amended to accommodate changing political and social climates. They believed in the ideology of the American dream which “holds out a vision of both individual success and the collective good of all” (Hochschild & Scovronick, 2004, p. 1). It is with this same ideology that our public schools were

Individuals are effected by the lives they live. According to David Hansen in the book titled, Ethical Visions of Education: Philosophies in Practice (2007), John Dewey lived from 1859-1952. During his 93 years Dewey encountered growing up during an age of great change. According to the web-site

In the first article, The Failure of Progressivism by Richard Abrams, he says the progressives mostly sought to introduce old moral beliefs on Americans by trying to integrate Immigrants by making them accept the ways of American life. But Abrams states those goals were ruined for important motives. One being the movement failed because of racism, which was widespread, throughout this time era. Abrams also considers the new scientific developments concerning culture and race affected the movement in a relevant manner. Conversely, progressives thought differently and felt that they need to integrate all cultures to fit it in to the American lifestyle. Abrams goes on to say that people started coming to the conclusion that “cultural

Educational policies researcher Joel Spring (1996) discussed many arguments and historical background about various education topics found in the United States. For example, Spring tells us about the historical development of the Common Schools movement and the underlying groups—such as workingmen and political parties—that influenced the movement. In addition, Spring points out some of the implications the movement had on religious, ethnic, and multicultural groups. One particular idea that caught my attention was from the chapter entitled, “The Ideology and Politics of the Common School.” Indeed, my entire conceptual understanding of K-12 education had been predicated on the idea that high schools were part of the original conception of public

The progressive movement was very successful in reforming american society ,the progressive movement was trying to help people in there everyday lives. It helped put laws in place that benefit people. It was successful in making workers rights and creating the food and drug act. Also making better living conditions.

The next site, Digital History, went on to further explain how The Progressive Era increased wages, eliminated child labor, extended high school education, and was responsible for building playgrounds and recreational areas. This connects to Pajeau’s belief in play, education, and creativity. ⁵

Immigration, the word that seems to keep coming up on the news every day. Many people around the United States think of different things whenever this word comes to mind. Throughout the years, the immigration system has tremendously changed, and so have some people’s views on immigration. People no longer come from crowded boats, but some still get treated as they do. People no longer have to take an education test or medical test, yet if one lacks in those areas they get treated similarly to how they were treated during the Progressive Era. America has changed, but it hasn’t really changed in ways. America may have replaced some laws, but it’s new laws have a similar impact as the older ones did. Although some of America’s immigration policies have changed over the years, immigration to America still remains a broken system. Immigration laws still prevent people from getting jobs, discrimination towards immigrants is still around, and many immigrants are not given good jobs or living conditions.

While all the works are logical in arguing their opinions about the Progressive Era, some are more effective than others in convincing the reader. Based on their use of specific evidence, Filene and McCormick’s articles are the most effective and persuasive. On the other hand, Hofstadter and Baker, while they present their arguments logically and generally use evidence well, do not consistently cite evidence which link their assumptions to their thesis.

First and foremost, the American Educational System has received numerous advocates offering crucial inputs on education from centuries ago up to the present time. Even so, with focus, shining on past advocates, three well-known men who are still receiving constant acknowledgment for their ideas and contributions regarding the system. Notably, Dewey, Man, and Jefferson all share major impacts, alike and unlike, resulting in significant effects on the American Educational System.

By the middle of the twentieth century, as the United States became a world power, the educational focus had shifted from elementary education to the attainment of high school and college degrees. A goal of education was to produce leaders. The period after WWII

During the progressive era social, racial, and gender boundaries limited the country. The progressive era kick started the modern American middle class. One of the progressivists and socialists main goals was to reform the social society. They wanted to provide education and a safe place for people to work, live and learn. A well known progressive governor named Robert La Follette was the leader of a progressive movement called the ´laboratory of democracy´ and by 1900, thirty-one states required children go to

In the beginning of the twentieth century, the economy was booming, new technology flourished. The rapid industrialization brought achievement to the United States, however, it also caused several social problems. Wealth and power were concentrated in the hands of a few, and poverty and political corruption were widespread. As people became aware of these problems, a new reform group was created. Unlike populism, which had been a group of farmers grown desperate as the economy submerged into depression, the new reform movement arose from the educated middle class. These people were known as the progressives. The Progressive Movement was a movement that aimed at solving political, economic, and social problems. The Progressives were people

George Counts criticized progressivism because he thought it identified itself with that liberal-minded upper middle class. Ozmon (2003) “ Society for Educational Reconstruction members believe in assisting educators everywhere in presenting their deepest social concerns to students and others with optimum effectiveness, and they encourage people to apply reconstructionist values to experimental educational programs in every school and community.” There is no good individual apart from some conception of the nature of good society. Man without human society and human culture is not man. And there is also no good education apart from some conception of the nature of the good society. Ozmon (2003) states that, “ School should not promote any