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Although considered a figure of great importance and influence by his contemporaries, Edmond Holmes has been consigned to relative obscurity in the progressive educational tradition. This book reinstates Holmes as a key figure in the history of progressive education, both as a school inspector and educational thinker, who was instrumental in forming a set of ideas and principles which continue to resonate in education today. Combining biographical detail and key critical analysis, Edmond Holmes and Progressive Education brings together the key ideas and aspects of Holmes’ life and establishes his writings as amongst the most insightful ever produced by an educationalist. Throughout his inspectorial career, Holmes scorned mechanical obedience in the classroom and was appalled by the inability of teachers to allow pupils to express themselves freely and imaginatively. His seminal publications positioned him at the vanguard of educational reforms. His work, however, was not exclusively educational, and throughout his life Holmes published on religion, philosophy, poetry and literature, subsuming his educational viewpoint into a much wider ‘philosophy of life’. His spiritual leanings and call for an improved education system, which would draw out the potential for development from within the child, inspired successive generations of progressive educators. In studying Edmond Holmes in detail, this book makes an important contribution to current debates surrounding creativity and the curriculum, in particular, the need for alternative educational voices within the state system of regulation. This book will be key reading for postgraduate students and researchers who are interested in progressive education, the history of education and educational policy and politics.
How and why we should educate children has always been a central concern for governments around the world, and there have long been those who have opposed orthodoxy, challenged perception and called for a radicalization of youth. Progressive Education draws together Continental Romantics, Utopian dreamers, radical feminists, pioneering psychologists and social agitators to explore the history of the progressive education movement. Beginning with Jean Jacques Rousseau's seminal treatise Emile and closing with the Critical Pedagogy movement, this book draws on the latest scholarship to cover the key thinkers, movements and areas where schooling has been more than just a didactic pupil-teacher relationship. Blending narrative flair with thematic detail, this important work seeks to chart ideas which, whether accepted or not, continue to challenge and shape our understanding of education today.
A Progressive Education? argues that ideas about both childhood and adolescence were transformed in English and Welsh schools after WWII. Covering the period 1918 to 1979, this book shows that by putting childhood at the centre of the history of education, we can challenge the stories we tell about how and why schooling itself changed. It has been suggested that the dominance of ‘progressive’ education after 1945 led to a backlash against permissive attitudes to pupils in both Western Europe and the United States. But British child-centred education, in alliance with developmental psychology, actually shaped a more restrictive and pessimistic image of childhood. Drawing on an extensive range of sources that illuminate teaching practice, from school logbooks to oral histories, this book will be crucial not only for historians and sociologists of modern Britain, but for education professionals and policy-makers.
This book presents a selection of case studies of pioneers in arts education who were working in the United Kingdom in the period 1890 to 1950. Focusing on music, drama, and visual arts and crafts, the editors and contributors examine the impact these individuals had on developing innovative approaches to these subject areas and how they drew on perspectives that emphasised the need for children’s self-expression. The chapters offer an analysis of the pioneers’ beliefs and values, with a particular emphasis on their ideological positions about identity, nation, and what constituted ‘good taste’. The book further examines how their ideas were disseminated, in so doing interrogating the concept of ‘influence’ in educational theory and practice.
Originally published in 1972.This book considers the actual development of infant schools and education in Britain against the background of industrialization and social change, making clear how this development was influenced by the ideas of particular theorists from both the Continent and England.
Originally published 1972.This book concerns the progressive movement, its prominent thinkers and its achievements, at a period of vital change in English primary education. The role of progressive educationists, such as Lane, Neill and Montessori is considered. The author asserts that these pioneers gradually made themselves the intellectual orthodoxy in the years between the wars.
In the early nineteenth century, governments introduced kindergartens and infant schools to give children a head start in life. These programs hinged on new visions of childhood that origin-ated in England and Europe, but what happened when they were exported to the colonies? This book unwinds the tangled threads of this history, from early infant schools in England to three Commonwealth countries Canada, Australia, and New Zealand where systems of educating young children were transplanted but adapted to suit local ideas, politics, and populations. This unique, comparative approach to the history of early childhood education provides fresh insight into how to reconcile educational theory and practice in an increasingly global world.
This book offers an academic, critical approach to theories underpinning current practice in early childhood care and education.
Schooling and Social Change in England since 1760 offers a powerful critique of the situation of British education today and shows the historical processes that have helped generate the crisis confronting policymakers and practitioners at the present time. The book identifies the key phases of economic and social change since 1760 and shows how the education system has played a central role in embedding, sustaining and deepening social distinctions in Britain. Covering the whole period since the first industrialization, it gives a detailed account of the development of a deeply divided education system that leads to quite separate lifestyles for those from differing backgrounds. The book develops arguments of inequalities through a much-needed account of the changes in education. This book will be of great interest for academics, scholars and post-graduate students in the field of history of education and education politics. It will also appeal to administrators, teachers and policy makers, especially those interested in the historical development of schooling.