The Progressive Era Objectives: Understand the strands of progressive education in its historical context Understand the impact & influence of progressive.

Objectives: Understand the strands of progressive education in its

historical context Understand the impact & influence of progressive education 

Urbanization

America changes from being mostly rural to being strongly urban

Immigration

Increase in people from Eastern Europe and Asia (specifically China)Implementation of racist, pseudo-scientific (Social Darwinism) immigration policies

Eugenics movementImmigration quotas

Industrialization

Taylorization: Scientific Management & The Cult of Efficiency

Deskilling of industrial labor

Women and office work

Response by laborFormation of unions and use of strikes/work stoppagesPopulismSocialism

Sought to solve conflict between labor and capital through government regulationDidn’t alter power relation; wasn’t

redistributive

Centralized economic and political power in hands of appointed, not elected, federal officials

Centralization hallmark of Progressive era at all levels of government

• Natural Law•Move from absolute to contingent explanations

• Scientific Rationality•Emphasis on scientific method as measure of

reasonability and emphasize expert knowledge•Contrast with Jefferson’s idea of common person’s

rationality and ability to make public decisions• Progress•No longer seen as inevitable

Ethics◦ Emphasis changes from being a virtuous

person to being a good citizen Nationalism

◦ Greater emphasis on national identity; viewed as unifying influence

Freedom◦ Positive freedom: increase in government

involvement in society Opposed to negative freedom: lack of government

interference in one’s life

General Points of agreement ~1900-1920 Response to urbanization,

industrialization, and immigration Based in “new liberalism” Shaped by new approaches to

psychology Favored child-centered curriculum

over traditional curriculum◦ Student activities and interests v. rote

memorization

Developmental Democracy: Direct participation by all citizens in the decision-making processes of political and economic life and, once begun, this would develop individual and social capacities for problem solving through rational means. Student interests and activities defined curriculum.

Social Efficiency: Focused on achieving an orderly society in which political and economic institutions represented the interests of the governed through the application of the best principles of scientific knowledge and expertise. A differentiated curriculum based on demonstrated ability was argued for.

Education is a social process; education is growth; education is not a preparation for life but is life itself.

Believed that for education to be most successful, it is necessary that people participate in democratic forms of lifeNature of the child

Actively social; constructive; creatively expressive; curious and inquiringClassroom was a place where children worked together to find and fulfill their own purposes

Place where they, with a teacher’s guidance, solved their own problems/obstacles in learning a subjectConnected classroom activities to life experiences

Argued against a strict vocational education

But for using various vocations as a way to educateThis way classroom visibly reflects social environment

Key ideas: Experience and InterestChildren come to school with ready-made experiences and interests

“You cannot separate the life of the teacher and the life of the student, if you know what you are about.”

Elliot’s educational objectives:Social stability: business friendly, thought vocational education would accommodate workers to realities of managed workplace

Also increase in electives and extracurricular clubs

Employable skills: skills and attitudes for the industrial workplace; emphasis on vocational education

Gendered course offeringsIntroduction of tracking

Educational objectivesEqual educational opportunity: idea that everyone receives or has the equal opportunity to receive the education appropriate to them

Meritocracy: appeal to “expert” knowledge and the education for future leaders

To be determined through merit or ability to rise to the topIntroduction of IQ and standardized tests

“We should give up the exceedingly democratic idea that all are equal and that our society is devoid of classes. The employee tends to remain an employee; the wage earner tends to remain a wage earner…One bright child may easily be worth more to the National Life than thousands of those of low mentality.”

You Should Always Help Someone in Need?

Parting Consideration

Thou Shall Not Kill?

Parting Consideration

List 2 or 3 things we can relate from Dewey’s philosophy to your life

Let go of the notion of failure

Be reflective

Focus on the experience

Being present to what we are doing

What has been the Progressive Legacy?

Child-centered, hands-on pedagogyMisunderstanding of Dewey

Social Efficiency and Scientific Management

Classroom settingIncreased centralization and bureaucratization