Download Free Progressive Education And The Science Of Education Book in PDF and EPUB Free Download. You can read online Progressive Education And The Science Of Education and write the review.

Arguing against the tougher standards rhetoric that marks the current education debate, the author of No Contest and Punished by Rewards writes that such tactics squeeze the pleasure out of learning. Reprint.
This penetrating historical study traces the rise and fall of the theory of recapitulation and its enduring influence on American education. Inherently ethnocentric and racist, the theory of recapitulation was pervasive in the social sciences at the turn of the 20th century when early progressive educators uncritically adopted its basic tenets. The theory pointed to the West as the developmental endpoint of history and depicted people of color as ontologically less developed than their white counterparts. Building on cutting-edge scholarship, this is the first major study to trace the racial worldviews of key progressive thinkers, such as Colonel Francis W. Parker, John Dewey, Charles Judd, William Bagley, and many others. Chapter Summaries: “Roots” traces the intellectual context from which the new, child-centered education emerged.“Recapitulation” explains how racially segregated schools were justified and a differentiated curriculum was rationalized.“Reform” explores some of the most successful early progressive educational reforms, as well as the contents of children’s literature and popular textbooks.“Racism” documents the constancy of the idea of racial hierarchy among progressive educators, such as Edward Thorndike, G. Stanley Hall, and William Bagley.“Relativity” documents how scholars such as W. E. B. Du Bois, Carter Woodson, Horace Kallen, and Randolph Bourne outlined a new inclusive ideology of cultural pluralism, but overlooked the cultural relativism of anthropologist Franz Boas.“Refashioning,” examines the enduring effects of recapitulation on education, such as child-centered teaching and the deficit approach to students of color. “For American scholars, 'progressive education' is something of a talisman: we all give it ritual worship, but we rarely question its origins or premises. By contrast, race has become perhaps the dominant theme in contemporary educational studies. In this bold and brilliant study, Thomas Fallace uses our present-day racial lens to critique our historic dogmas about progressive education. We might not like what we see, but we should not look away.” —Jonathan Zimmerman, New York University “This is an important and provocative book. Fallace provides a thoughtful analysis of how race influenced the foundational ideas of progressive educators in America. He has made an important contribution to the history of curriculum and educational reform.” —William B. Stanley, Professor , Curriculum and Instruction, Monmouth University
Noted educator Tom Little and Pulitzer Prize–winning journalist Katherine Ellison reveal the home-grown solution to turning American students into life-long learners. The longtime head of Park Day School, Tom Little embarked on a tour of 43 progressive schools across the country. In this book, his life’s work, he interweaves his teaching experience, the knowledge he gleaned from his trip, and the history of Progressive Education. As Little and Katherine Ellison reveal, these educators and schools invigorate learning and promote inquisitiveness by allowing the curriculum to grow organically out of children's questions—whether they lead to studying the senses, working on a farm, or re-creating a desert ecosystem in the classroom. We see curious students draw on information across disciplines to think in imaginative yet practical ways, like in a "Mini-Maker Faire" or designing and building a chair from scratch. Becoming good citizens was another of Little's goals. He believed in the need for students to learn how to become advocates for themselves, from setting rules on the playground to engaging in issues of social justice in the wider community. Using the philosophy of Progressive Education, schools can prepare students to shape a vibrant future in the arts and sciences for themselves and the nation.
A chronicle of the collision between educational reformer Paul Geheeb, who founded the Odenwaldschule, and fascist ideology during Hitler's rise to power. By examining one individual's story it shows how education in general, and progressive education in particular, fared in Nazi Germany.
Fully updated and revised, the second edition of New Learning explores the contemporary debates and challenges in education and considers how schools can prepare their students for the future. New Learning, Second Edition is an inspiring and comprehensive resource for pre-service and in-service teachers alike.
This book provides a provocative but carefully argued addition to the theory and practice of education in developing countries. The book provides an ethical and empirical justification for support of formalistic teaching in primary and secondary schools in developing countries. It also refutes the application of progressive education principles to curriculum and pre- and in-service teacher education in such contexts. The central focus of this book is the formalistic teaching prevalent in the classrooms of many developing countries. Formalistic (‘teacher-centred’, ‘traditional’, ‘didactic’, ‘pedagogic’) teaching is appropriate in the many countries with revelatory epistemologies, unpopular and old-fashioned though these methods may seem in some western, especially Anglophone, ones. Formalism has been the object of many failed progressive curriculum and teacher education reforms in developing countries for some 50 years.
The International Handbook of Progressive Education engages contemporary debates about the purpose of education, presenting diverse ideas developed within a broadly conceived progressive education movement. It calls for a more critical and dynamic conception of education goals as a necessary element of a healthy society. The scope is global, with contributing authors and examples from around the world. The sweep includes past, present, and future. Even for those who lament its failures, progressive education still seems to be asking the right questions. There is a vision, the progressive impulse, which goes beyond educational practice per se to include inquiry into a conception of the good life for both individuals and society. Because progressivists tend to dispute the status quo and the extent to which it nurtures that good life, there is an underlying critical edge to progressive thinking, one that has sharpened in recent progressive education discourse. The handbook's inquiry into progressive education starts with a number of intriguing and difficult questions: How has progressive education fared in different contexts? How do progressive methods relate to ideas of constructivist, discovery, problem-based, experiential, and inquiry-based teaching? And do they «work»? If progressive education offers an important alternative, why has it often been ignored, abandoned, or suppressed? What is the relevance of its tenets, methods, and questions in the new information age and in a world facing global changes in environment, politics, religion, language, and every other aspect of society?
Over the course of the twentieth century, North American public school curricula moved away from the classics and the humanities, and towards ‘progressive’ subjects such as health and social studies. This book delves into how progressivist thinking transformed the rhetoric and the structure of schooling during the first half of the twentieth century, with echoes that reverberate strongly today, and investigates historical meanings of progressive education. Theodore Michael Christou closely examines the case of interwar Ontario, where the entire landscape of public education, including curricula and avenues to post-secondary study, were radically transformed over just twenty years. Christou contextualizes this reformist thinking in light of a social, political, and economic climate of change, which seemed to demand schools that could actively relate learning to the real world. Through its examination of educational journals published throughout the interwar period and previously unexplored archival sources, this book illuminates how the present structure of curricula and schooling were achieved.