Educational Philosophy : Traditional And Progressive Style

Consequently, the rational step taken is to deconsecrate schools into outwardly irreversible place of esteemed value of social order (Kozol, 3). He further noted many ways of opening the issue in complete observation of the class, which he believed can be attained by the quotation of many respected people’s word, such as Horace Mann who was diffident in articulating the real utility of public schools. Nonetheless, he also provided some other ways of embarking on this which he conscientiously noted that has exposed their conjecture of public schools as adults (Kozol, 4). Additionally, he said the best way of achieving this is by disseminating this purpose to students through dialogue as recommended by Doris Lessing (Kozol 4). Finally, he stated that there is no deceit of learning to be a responsive, affectionate or sympathetic person.

Being regarded as father of progressive education, John Dewey’s most valuable contribution lied in the promotion of practical approach to education. His progressive education method underlined the importance of experience in learning, which was contradictory to the earlier days’ traditional authoritarian and rote learning educational approach. John Dewey believed in democracy in education, suggesting a learn process by participating and doing. His educational approach also put an emphasis on the development of relevant and practical life skills for students.

John Dewey is considered to have been a pedagogical progressivist, meaning he focused on education reform by first reforming the way that the teaching was actually done. In the past education focused on teaching children facts, mostly by learning with repetition. This was a problem because it taught children information but not how to use that mindfulness with critical thinking in real-world situations. These problems led John Dewey to write a series of articles that described his views on teaching and how it should be improved upon, this is called “My Pedagogic Creed”. Dewey wanted to equally incorporate a psychological, the abilities and interest of the student, and sociological, the needs and commitments of the society, aspect into teaching. He believed that children were born with blank slates and throughout their lives they would receive guidance “unconsciously” and be molded into adults (Dewey, 1). So the introduction of these aspects would help the molded children into better citizens and that would help drive the social economy into prosperity and overall a better democratic society.

In the writing, Experience and Education (1938), John Dewey recognizes and refutes the argument that progressive education lacks student control. He clarifies (1938), that his ideas of progressive education certainly possess student control and that it, in fact, requires a more developed pedagogical knowledge than traditional school management systems (Dewey, 1938). The control is social, much like that of the outside world. He provides examples that illustrate this concept in real life: the competitive game in which rules are natural and accepted by all players and the cooperative family unit, in which each member plays a part (Dewey,1938). There is control present in these two out-of-classroom situations, but it is social control build upon relationships and a common task, instead of a top-down system.

Democratic learning can be defined as an educational ideal in which democracy is both a goal and a method of instruction (Dennis, 2013). In comparison to democratic learning, progressive education behaves in similar aspects. Progressive education entails an emphasis on learning hands on, and democratic learning view students as non passive learners. According to Emery J. Hyslop–Margison’s and Barbra Graham’s, Principles for Democratic Learning in Career Education, both authors attempt to critique the democratic learning approach because it puts a great emphasis on student’s careers. In connection to Hilda Neatby’s idea of progressive education, she illustrates how democracy affects the classroom. Like Hyslop-Margison and Graham, Neatby believes that schools are introducing their conception of democracy into the classroom. The consistent issue of democracy in schools is persistent between both parties because schools are hardly demonstrating a democratic procedure. From the schooling to the treatment of students , Neatby discusses how democratic equality in the schools can be problematic, because each child is treated at once individually as an integral part rather than being treated in the mass ( Neatby, 239). Emery J. Hyslo-Margison, Barbra Graham and Hilda Neatby all believe that there is more to a child’s education than what democratic learning

"Progressive Education assumes the world changes, and that in a universe that is not particularly concerned with ability to think straight" - Rychard Fink

The Progressive Reform Movement ideas were to make the educational institutions effective agencies where there was respect for diversity, as well as a place to gain educational understanding on their quest of being citizens that believe in service for others (Weiler, 2004). Furthermore, there was a belief that within the classroom setting, there would be a democratic relationship that would focus on the needs of the students, rather than the institution (Progressive Education – Philosophical Foundations, Pedagogical Progressivism, Administrative Progressivism, Life-Adjustment Progressivism, n.d.).

In America, the system of education has one of the greatest influences on the people of the country. From the common workers of the U.S.A, to the teachers, the entrepreneurs, and even to the parents of the students, everybody is impacted by our current education system. Most importantly, the children playing the role of the students are impacted the most from this. At the end of the day, these children are the ones receiving this experience. After all, it is the education that a person receives that shapes their future. It is the morals they grow up with, and most importantly, their educational experience at school. Sadly, this “educational experience” does not affect the students of the generation in a positive way. There are many flaws with

Progressive era education in the United States marked the transition from systematic education of mass amounts of children during industrialization to individualized attention for each student. During this era, a much greater focus was placed on application of skills to solve problems and think critically as opposed to the rogue memorization and strict discipline which characterized previous time periods. Because of this emphasis on developing the capabilities and thought processes of each child, it is clear that the overall purpose of education during the Progressive era was an individualized purpose rather than a societal one. The purpose was to develop students’ individual interests and use them to promote problem solving and critical thinking skills that would help each student

John Dewey - the movement he had with progressive education; he’s close to being the most influential educator of the twentieth century

Amongst the many topics debated in education circles, it is easy to forget the choice of what we teach and why is of paramount importance. Critical reflection on the relevance of educational philosophers, both past and present, is essential to understanding curriculum choices. With regard to these statements, I wish to apply to this program as a result of a strong professional and personal interest in philosophers of education. More specifically, gaining a deeper understanding of behavioral and functional psychology in education can enhance my current work in many ways. The theories of philosopher’s such as William James have direct implications in my work. For example, by considering the role of acquisition and association of ideas in teaching and learning, I would be broadening my overall knowledge. Additionally, understanding the impact of interest, attention and memory on learning are key components that would enhance my teaching abilities and benefit my students.

As a teacher the main focus is on the students. In the progressivist teaching philosophy, student- centered learning is the focus. The progressivist style of learning not only looks out for the student in their education but also looks out for their well-being. As a progressivist teacher, they allow the student to make his/her own experience. From this experience, teachers use this as a way to get students

John Dewey, another educational philosopher believed “Education is a social process. Education is growth. Education is, not a preparation for life; education is life itself.” (Inc.) He felt that learning took place only when students had internalized what they had gained through experience and practiced it in their own lives. In a progressive classroom, the teacher designs experiences for students with the idea that through experience, students build knowledge and skills. A society of individuals conforming to studying flashcards may be good, but a society of literate individuals consciously aware of why and how the facts on the flashcards and in mass media can solve new problems is better.

According to this theory, critical awareness requires recognition that the social status of an individual, including educational and economic prospects and opportunities, is largely result from its race, gender, and class so the critical theorists want to raise the consciousness of these people dealing with education, knowledge, the school, and teaching and learning. Furthermore, they see the curriculum into 2 parts: the official curriculum which requires teaching subjects and specific skills, and the Hidden curriculum which imposes approved behaviors and attitudes on students through the school environment. They believe that teachers should empower themselves, because they can transform schools into democratic public spheres.

I personally believe that education is one of the most important things to achieve in life. No matter what it can never be taken away from you. From my observations and experiences in the classroom each child is unique in his or her own way. Students inside a classroom needs a teacher who will make them feel secure, comfortable and in a stimulating atmosphere. These aspects help to attain growth, mature emotionally, intellectually, physically, and socially. It is my desire as an educator to meet the needs of my students in any way possible, so that they are able to meet their fullest potential in life. Children are the future, so as a teacher I need to take all the necessary steps to get them to their fullest potential. I believe that the teacher should act as a guide, allowing the child's natural curiosity to direct his or her learning, and promoting respect for all people are conductive to establishing productive students of tomorrow.