Progressivism

By:
NUR SYARAFINA BT ABDULLAH NUR AINI BT ABDUL MANAN SITI NORMALA BT BAHARUDIN 2011720223 2011948969 2011534795

What is Progressivism?
Progressive means making use of or interested in new ideas, findings, or opportunities An educational theory marked by emphasis on the individual child, informality of classroom procedure, and encouragement of self-expression It is a curriculum that is jointly directed by teachers focusing on the student & their needs. Progressivism encourages students to explore & investigate information, too deepen & broaden their understanding.

Progressivism
The teacher is an intellectual guide or facilitator in the problem solving process. School is a democratic society in itself, preparing students for community life. Believe that education should focus on the whole child rather than on the content or the teacher. Students should test ideas by active experimentation. Effective teacher provide experiences so that students can learn by doing.

Proponents
JOHN DEWEY(1859-1952) MARIETTA JOHNSON(1864-1938) WILLIAM HEARD PATRICK(1871-1965)

John Dewey
(1859-1952)
Education is life itself - John Dewey
Arguably the most influential thinker on education in the twentieth century (Smith, 1997)

Father of Progressivism

Life of John Dewey

Born on October 20, 1859 in Burlington, Vermont Died on June 2, 1952 at age 92 (Field, 2007) John established a laboratory school at the University of Chicago in 1903. At this school he practiced his educational theories (Brewer, 42). Some important books written by Dewey (Olson, 2005): How We Think Democracy and Education Experience and Education A Common Faith

Dewey believed
Curriculum should be based on students interests and should involve them in active experiences (Brewer, 42). Active curriculum should be integrated, rather than divided into subject-matter segments (Brewer, 43). Teachers are responsible for achieving the goals of the school, but the specific topics to be studied to meet those goals, cannot be determined in advance because they should be of the interest of the children (Brewer, 43).

Deweys beliefs and concepts

*Dewey believed that learning was active and schooling was unnecessarily long and restrictive (Neill, 2005) * He believed that students should be actively involved in real-life tasks and challenges.

The Progressive Education Association, inspired by Deweys ideas, later organized his doctrines as follows:
1. The conduct of the pupils shall be governed by themselves, according to the social needs of the community. 2. Interest shall be the motive for all work. 3. Teachers will inspire a desire for knowledge, and will serve as guides in the investigations undertaken, rather than as task-masters. 4. Scientific study of each pupils development, physical, mental, social and spiritual, is absolutely essential to the intelligent direction of his development.

5. Greater attention is paid to the childs physical needs, with greater use of the out-of-doors. 6. Cooperation between school and home will fill all needs of the childs development such as music, dancing, play and other extra-curricular activities. 7. All progressive schools will look upon their work as of the laboratory type, giving freely to the sum of educational knowledge the results of their experiments in child culture.

MARIETTA JOHNSON(1864-1938)
Marietta Johnson was an extraordinary teacher with a simple mission To make the world a better place by educating its children to love learning. A proponent of a unique philosophy of progressive education, contemporary Rudolf Steiner and Maria Montessorri, Mrs. Johnson founded the School of Organic Education in Fairhope, Alabama. Her school had no examinations, no homework, and she did not believe any child should be allowed to fail.

Marietta Believed
Believed: prolonging childhood is especially needed in a technological society and children learn most successfully and satisfyingly by actively exploring their environments and constructing their own conception of reality based on the direct experiences. Should follow their own internal time tables rather than adults scheduling.

A Different Kind of School

Mrs. Johnson's educational philosophy emphasizes play as an important component of learning. Physical education takes the form of folk dancing and creative games. She said, The greatest minds are those able to use the play spirit in work. Children should be active in all their learning; in fact, learning is a consequence and accompaniment of activity. Not only do we learn to do by doing, but all learning is through experience. Marietta Johnson

WILLIAM HEARD KILPATRICK (1871-1965)

Kilpatrick was born in White Plains, Georgia. He had an orthodox upbringing and was educated at Mercer University. became a mathematics teacher at High School and at Mercer University. He first met John Dewey in 1898 and again met him in 1907. Kilpatrick decided to make philosophy of education his specialty and occupied all courses by Dewey.

3 Guiding Principles (Kilpatrick)

Genuine education involves problem solving Learning is enriched as students collaboratively research and share information to formulate and test their hypotheses. Teacher can guide students learning without dominating it

PROJECT METHODS
Implementing a creative idea or plan. Enjoying an aesthetic experience. Solving an intellectual problem. Learning a new skill or area of knowledge.

Kilpatrick Believed
Teachers who used the project method could transform their classrooms into collaborative, democratic, learning communities As they worked collaboratively, students motivated by their own interest would be engage in wholehearted, purposeful activity in which they designed and complete a project

Progressive Students and Teachers

Progressive Teacher Curriculum is centered around students
Teacher engages students so that they develop ideas on their own Teacher is a facilitator of knowledge

Progressive Students Students learn from each other

Students work together in cooperative groups Role of student is to develop deep understandings through their own findings

The Purpose of Education

Progressive Educators believe that the purpose of education is to prepare students to be lifelong learners in an ever-changing society

SOCIAL RECONSTRUCTIONISM
By: NUR SYARAFINA BT ABDULLAH NUR AINI BT ABDUL MANAN SITI NORMALA BT BAHARUDIN 2011720223 2011948969 2011534795

What is reconstructionism?
centers on the idea of constant change and emphasizes addressing of social questions a quest to create a better society and worldwide democracy. focuses on a curriculum that highlights social reform (as the aim of education)

Social reconstructionists beliefs

curriculum should focus on student experience and taking social action on real problems, inquiry, dialogue, and multiple perspectives and community-based learning are strategies for dealing with controversial issues. systems must be changed to overcome oppression and improve human conditions

PROPONENTS
Theodore Brameld (1904-1987) George Counts (1889-1974) Paulo Freire (1921-1997)

Theodore Brameld (1904-1987)

Founder of Social Reconstructionism Born in Neillsville, Wisconsin Completed doctoral at University of Chicago Main focus: create a school system with democracy

Brameld Believed
Education should be used to promote social and political change through curriculum that had students investing and taking action on current issues. Classroom learning should involve inquiry, debate and authentic learning tied to real life issues should be used to promote this change

Brameld Ideas
considered democracy the core of his educational philosophy. suggested reconstructionism as an appropriate label to distinguish this philosophy. worked with students and teachers to develop democratic objectives. he considered no issue out of bounds for discussion and critical analysis. Education has two major roles: to transmit culture and to modify culture.

George Counts (1889-1974)

Born on a farm near Baldwin City, Kansas Authority on Soviet education Spokesman for the social reconstructionist in American education

Counts Believed
Recognized that education was the means of preparing people for creating this new social order. Believe: systems must be changed to overcome oppression and improve human conditions.

Paulo Freire (1921-1997)

Born in Recife, Brazil, in 1921 Freire learned about poverty and oppression through the lives of the impoverished peasants around whom he lived. Such experiences helped construct a devotion to work that would improve the lives of these marginalized people. Beginning his educational work in Recife, Freire became the most wellknown educator in the world by the 1970s

 a Brazilian whose experiences living in poverty led him to champion education and literacy as the vehicle for social change. - humans must learn to resist oppression and not become its victims, nor oppress others. - saw teaching and learning as a process of inquiry in which the child must invent and reinvent the world.

Freire Believed
People were either with the oppressed or against them. Reading the word as well as the world can create critical knowledge Individuals have the power to create history.

Reconstructionism and Education Today

Aspects and strategies used in reconstructionism are used in classrooms today: Education is used to create cultural change Cooperative learning Debates and discussion over authentic issues Volunteering and learning from the community Critical thinking about present day issues

Classroom Using Social Reconstructionism

Curriculum emphasizes student involvement in societal and world issues Advocate multicultural education Generally critical of current methods used in schools because methods reinforce values and attitudes that make society difficult to change

Application to Education
Hope to provide students with methods for dealing with the significant crises such as: War Economic depression Hunger Inflation International terrorism Technological advances

Application to education
Intention to bring the community into the classroom through: Field trips Community-based projects Opportunities to interact with people outside of the classroom itself

THE END
Q & A Session