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Concept
Progressive education
Summary
Progressive education, or educational progressivism, is a pedagogical movement that began in the late 19th century and has persisted in various forms to the present. In Europe, progressive education took the form of the New Education Movement. The term progressive was engaged to distinguish this education from the traditional curricula of the 19th century, which was rooted in classical preparation for the early-industrial university and strongly differentiated by social class. By contrast, progressive education finds its roots in modern, post-industrial experience. Most progressive education programs have these qualities in common:
Emphasis on learning by doing – hands-on projects, expeditionary learning, experiential learning
Integrated curriculum focused on thematic units
Strong emphasis on problem solving and critical thinking
Group work and development of social skills
Understanding and action as the goals of learning as opposed to rote knowledge
Collaborative and cooperative learning projects
Education for social responsibility and democracy
Integration of community service and service learning projects into the daily curriculum
Selection of subject content by looking forward to ask what skills will be needed in future society
De-emphasis on textbooks in favor of varied learning resources
Emphasis on lifelong learning and social skills
Assessment by evaluation of child's projects and productions
Progressive education can be traced back to the works of John Locke and Jean-Jacques Rousseau, both of whom are known as forerunners of ideas that would be developed by theorists such as John Dewey. Considered one of the first of the British empiricists, Locke believed that "truth and knowledge... arise out of observation and experience rather than manipulation of accepted or given ideas". He further discussed the need for children to have concrete experiences in order to learn. Rousseau deepened this line of thinking in Emile, or On Education, where he argued that subordination of students to teachers and memorization of facts would not lead to an education.
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Ontological neighbourhood
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