Progressivism in the Classroom
Western education has a number of educational philosophies impacting the development of the school and the classroom. Different educational philosophies are documented in regard to both educators employing them, as well as philosophers advocating them. In some cases, educational philosophies have more practitioners than advocates, but researchers often seek to explain common practices of classrooms relative to the defined philosophies, rather than seeking explanation based on the teacher’s intellectual preferences.
In this review I will examine progressivism and detail its effect on classroom practices. I will compare it to practices which do not follow its principles, either through the teacher’s belief than another educational philosophy is superior, or through the realistic pressures of employing techniques in a live classroom. I will further detail how progressivism might be applied to these scenarios, or at least the instructional models upon which the scenarios are based.
Summary
A strong way to communicate the base of progressivism is to look at the works of John Dewey, who was regarded as the leading philosopher to support the idea (). “John Dewey proposed that people learn best by social interaction and problem solvin.” [sic] (Lynch, 2016). I employ this philosophy in the majority of my lessons, and I believe that this will give my students the best chance at self-awareness, self-control, and confidence that I can provide. I believe it will inform students about the correct ways to evaluate authority and academics, which are taken at face value in essentialism, a disadvantage of essentialism when viewed in isolation. Progressivism allows for the consideration of employing some elements of essentialism, when evaluated through self-reflection and open-mindedness.
This paper will state six important principles of progressivism and refer to a mixture of three IB principles and three personal principles in connecting these principles to positive outcomes. References to external sources are made to justify common beliefs or known aspects of progressivism, however the analysis speaks to the impact of progressivism on my personal classroom practices and teaching methods.
Social Interaction & Inherent Goodness
John Dewey maintained that social interaction and problem solving was the way that people learn best (Lynch, 2016). In my lessons social interaction is practiced and reflected upon rigorously, and we do so in order to prepare students for real life scenarios. Cooperation, conflict resolution, and empathy are all skills that students will need to successfully navigate their personal lives and careers.
Separately, Rousseau “maintained that people are basically good” in his writings, and the progressive education buys into the idea (Lynch, 2016). I believe this ties into the value of social interaction, in that if students are essentially good, then lessons learned from each other will ultimately be good. The IB system has students “consider their responsibilities when making design decisions and taking action.” (Design in MYP, n.d.), and I consider this to reveal that students are inherently good and social beings.
In the classroom, I often push students to acknowledge and respect knowledge that is generated internally, rather than from cultural artifacts and books, signifying to them that their own thoughts and those of their peers are equally or more respectable.
Entrepreneurship
The IB MYP Design Cycle is based around the design of usable products (Design in MYP, n.d.) and has the feasibility of meeting customer needs as a key component. Designing products is, in the modern era of technological development and global economies, a forte of entrepreneurship. In the past, the fortes of entrepreneurship may have been accounting, partnerships, and capital control. This is an important distinction to make, in that progressive-oriented classes extoll the virtues of entrepreneurship but may disdain businesses and characteristics that are sought in office workers. Social entrepreneurship may be a more accurate description of the ultimate values held around this aspect in progressive classrooms, but nevertheless ideas around marketing, customer research, and user-oriented design abound.
Personalized Learning
Progressivism stemmed from a rebellion against standardized education and rigid essentialism structures (Sharpes, 2013). Personalized learned gained a lot from concepts stemming from the line-line assumptions that humans are good, society is bad, and social interaction is useful. It appreciates students for different levels of accomplishment, and different techniques of reaching those levels. It does not eschew timeless works but may avoid entire categories of lessons that include them, solely because the teaching philosophies under which they are presented were rooted in essentialism teaching techniques.
Hand-On Learning & De-Emphasis on Textbooks
Two categories that are similar but deserve separate mentions are hands-on learning, and an notable decrease in the reliance and respect for textbook knowledge. We can see a strong “Emphasis on learning by doing – hands-on projects, expeditionary learning, experiential learning” (Amidon, n.d.). This is accompanied by a necessary “De-emphasis on textbooks in favor of varied learning resources” (Amidon, n.d.)
Part of this is due to the restraint of time. Many teachers might simply wish to add hands-on learning experiences, while maintaining the same level of textbook study. However, student schedules are extremely regular from year to year, and it follows that they are fully scheduled. Adding in hands-on learning means that there is less time in the day and that something must come out.
In western countries, feelings reinforce this course of action and phrases can be heard like: “creativity and feelings are more important than facts.” (Western philosophies, n.d.). In the MYP Program overview, IBO mentions that students do well at critical academic tests, but does not emphasize academic learning, instead focusing on confidence and global mindedness (“What is the MYP?”, n.d.) This represents a decrease in the amount of time spent with textbooks, in order to gain time with hands-on learning and socialization.
Conclusion
The principles of progressivism abound in progressive classrooms, when they can be achieved. Thesis and papers on these principles are created with diligent thought and implementing the principles in a classroom requires much of that thought be participated-in and discussed by both teachers and students.
The principles should be employed and reflected on, but they are not a gold-standard to achieve. Instead they provide visible points of reference for participants to guide themselves and each other, collectively, as the goals of the classroom are built.
References
Lynch, M. (2016, November 03). Philosophies of education: 3 types of student-centered philosophies. Retrieved March 07, 2018, from http://www.theedadvocate.org/philosophies-education-3-types-student-centered-philosophies/
Amidon, J., Monroe, A., & Ortwein, M. (n.d.). Progressive education. In Education, society, & the K-12 learner. Retrieved March 02, 2018, from https://courses.lumenlearning.com/teachereducationx92x1/chapter/progressive-education/
“What is the MYP” (n.d.) Design. Published by IBO. Retrieved July 5, 2020, from https://www.ibo.org/programmes/middle-years-programme/curriculum/design/
“Design in MYP” (n.d.) Design. Published by IBO. Retrieved July 5, 2020, from https://www.ibo.org/programmes/middle-years-programme/what-is-the-myp/
Western philosophies of education. (n.d.). In S. Sikhauli (Ed.), MA.Edu.Philosophy (pp. 49-55). Retrieved March 3, 2018, from https://www.academia.edu/34327764/M.A._Edu._Philosophy
Sharpes, D. K. (2013). Modern educational philosophies. In Advanced educational foundations for teachers: The history, philosophy, and culture of schooling (pp. 399-430). Retrieved March 1, 2018, from eBook Central.