Progressive education with a capital “P”

Progressive education was one of the most inadequately tested experiments ever to be foisted on segments of the American public. From the start, much of it was unrealistic and impractical. Many of the methods branded Progressive were the untried theories of college professors. These theories were initiated in schools where classes seldom exceeded twenty children. Progressive education was never suited to the average public school. Progressive theory appealed to many teachers because of its novelty. It freed the teacher of much responsibility and disciplinary action. It made education somewhat more glamorous because it was widely publicized. Large numbers of teachers, though not fully convinced, went along with the idea because to do otherwise would brand them as old-fashioned, staid, unprogressive. Many of the teachers were poorly trained in its philosophy and methods. They put it on like a cloak and promptly forgot what lay beneath it. The Progressive movement attracted some bright and personable leaders who were convincing evangelists. Also, for some, there were good cash returns that were worth trying for. I was first introduced to Progressive education as a student in teacher training. At the same time I had an assistanceship in a laboratory school affiliated with one of the state universities. This apprenticeship was followed by teaching experience in both public and private progressive schools plus several years as a school psychologist. Children in these schools expressed themselves freely in all medias. They talked unrestrainedly, painted impulsively, drove nails with abandon, dramatized endlessly. Self expression with a maximum of teacher approval and a minimum

Action (physics · Apprenticeship · Mathematics education · Pedagogy · Progressive Education · Sociology · Education Methods and Practices · History · Psychology

• It has to be in a natural way’

  Stephanie C Sanders-Smith, Liv T Dávila•Journal of Multilingual and…•2024

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