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What is progressivism philosophy of education

At The School in Rose Valley, progressive education is at the very core of our philosophy. We believe that learning should be authentic and enjoyable, and that children should play an active role in their own development. In our progressive classrooms, we encourage learning that is experiential, emergent, and collaborative. We help

students explore their academic and non-academic interests while providing them with a foundation for success both inside and outside of the classroom. What Are the Core Qualities of a Progressive Classroom? Experiential learning ? A progressive classroom emphasis learning by doing through hands-on projects and active,

expeditionary learning. Instruction relates to the real world, provided context and meaning to students. It also allows students to construct their own understanding and knowledge of the world through experiences and reflecting on those experiences. Emphasis on lifelong learning and skills ? Teaching students how to be engaged, active,

and responsible learners helps them develop the skills and habits of mind that make learning both accessible and fun. When students know themselves as learners, they become self-motivated, disciplined, and open-minded, flexible thinkers. This helps them cultivate a lifelong love of learning and key skills necessary for succeeding in the

workplace. Interdisciplinary learning ? Progressive classrooms use integrated curriculum so that students learn by forging connections between concepts and ideas across different disciplinary boundaries. When students apply the knowledge they have gained in one discipline to a different discipline, it deepens their understanding of a

concept by looking at its real world applications. That is why there is less reliance on a single textbook for a subject in favor of varied learning resources. Understanding as the goal of learning instead of rote knowledge ? Traditional schools primarily focus on rote learning ? the memorization of information based on repetition. While this

allows students to quickly recall basic facts, it doesn't provide a deep understanding of the information and how these facts relate to one another. Progressive education focuses on having a sound understanding of a subject so that students can apply the information to a variety of scenarios and form connections between new and

previous knowledge. Students learn how to investigate, evaluate, analyze, remember, make comparisons, and communicate, giving them better problem solving and cognitive skills. Collaborative and cooperative learning ? By focusing on community, responsibility, and group participation, progressive classrooms help students develop the

emotional intelligence and social skills they need to to work in groups, enjoy healthy relationships, and to live fulfilling and successful lives. Emphasis on problem solving and critical thinking ? We help students build higher-order skills (investigating, evaluating, problem-solving, and communicating) and encourage them to frequently reflect

on their learning and follow their own questions so that they gradually fit knowledge into a meaningful whole. Students practice risk taking and teachers help them learn how to bounce back and learn from mistakes. Teaching social responsibility and democracy ? Moral development is not a separate section of the curriculum, but is

intentionally interwoven in everything we teach at The School in Rose Valley. Through community service and service learning projects, we value and actively teach students about democracy, encompassing freedom, responsibility, and participation. We also advance sustainability as personal, campus, local, and global practices. To learn

more about progressive education and The School in Rose Valley, please contact Rory Mannion, Director of Admission & Tuition Assistance, at rorym@ or 610.566.1088. Progressivists believe that individuality, progress, and change are fundamental to one's education. Believing that people learn best from what

they consider most relevant to their lives, progressivists center their curricula on the needs, experiences, interests, and abilities of students. Progressivist teachers try making school interesting and useful by planning lessons that provoke curiosity. In a progressivist school, students are actively learning. The students interact with one

another and develop social qualities such as cooperation and tolerance for different points of view. In addition, students solve problems in the classroom similar to those they will encounter in their everyday lives. Progressivists believe that education should be a process of ongoing growth, not just a preparation for becoming an adult. An

obvious example of progressivism would be our class. We are in groups a lot and we actively learn through discussion. We talk about how what we read can be incorporated into our future teaching careers. Dr. Theodore takes into account the suggestions from the previous semester's students and modifies his class accordingly. After

reading John Dewey's book and discussing his thoughts and ideas in class, one can see John Dewey's relationship to progressivism. He wanted students to learn through action and being involved in the processes that will get to the end product. He wanted the students to work on hands-on projects so learning would take place, rather

than memorization. In a regular classroom students just memorize what they need to know and it goes away after the test. In Dewey's mind, the students would have to exercise their brain by problem solving and thinking critically, resulting in learning (even though the students may not even know it!). This allows the individual's brain to

develop, so as the individual grows learning becomes easier! After attending a school Dewey would have set up, a child would be ready for the real world and a lot of the everyday setbacks that an individual would experience, such as losing a button, changing a tire, making lunch, or balancing a checkbook. School would be a lot of hands-

on learning, and the progression of education would not end! The Goals and Measurements of Achievement in Progressivism The goals of progressivism are less about academia and more about learning life skills. Progressive educators want students to become good people as well as good learners (Kohn, 2008). The goals of

progressivism put into practice pragmatic thought which essentially means putting thoughts into action. Therefore, we must understand the goals of pragmatic thought in order to grasp the goals of progressivism. Pragmatist education strives to give students experiences to reflect upon. The goal is for students to learn to solve problems

and learn to deal with the consequences of their actions (Freeman, 2002).

In defining the goals of progressivism, Freeman (2002) states, "Students are not meant to be stuffed full of rote knowledge, rather they naturally want to learn and will do so by their own initiative." A goal of progressivism is to teach students how to solve

problems while learning to adapt to the changing world around them. This is the basis of John Dewey's theory. Students need to experience their education. Experience is an integral part of the world; therefore, it should be reflected in the process of learning (Freeman, 2002). With this in mind, achievement cannot be measured through

rote learning or destinations, but by the journey and authentic products that come from the journey (Kohn, 2008). Project-Based Learning is a teaching strategy that could be used to integrate the content with progressive learning. Students drive their own learning through inquiry, as well as work collaboratively to research and create

projects that reflect their knowledge (Bell, 2010). Using this innovative learning method, students would have the skills Kohn (1999) suggests that are necessary such as "understanding ideas and being able to apply them to new problems, having long term retention of what they are taught as opposed to temporary rote memorization, and

having a desire to continue learning." William Heard Kilpatrick devised four project-based methods that could be used in a progressive classroom: building projects, based on the achievement of a plan or of an idea; consumer projects, which cultivates aesthetic taste through literature and arts; problem-solving projects, based on Dewey's

philosophy; exercise projects that develop skills and abilities (Lucia RADU, 2011).

When student learning focuses on the processes needed to solve problems, there is no way to put a "grade" on the answer as is done through traditional schools. There will not always be one answer because not everyone will solve the same

problem in the same way. Therefore, achievement is based on how well the students are able to come up with a viable solution even if the solution fails. Student achievement is then measured by their thinking, by steps taken to solve problems, and by the authentic products they produce (Kohn, 2008). This can be accomplished through

the method mentioned above, project-based learning. Grades could be given for student thinking, the process of the project, and the final product all which would be documented by the student and turned in with the final product. Students could do a self-evaluation as well as peer evaluations based on a rubric determined by the teacher.

Progressivism does not give a grade to how well students are able to regurgitate facts, but how well they are able to apply what they have learned to solve real life problems. Works Cited Bell, Stephanie. (2010). Project-based learning for the 21st century: skills for the future. The Clearing House: A Journal of Educational Strategies, 83(2),

38 - 39. Retrieved from Freeman, Rhonda. (November 20, 2002). Philosophy comparison essay. Retrieved from

20Bible%20College/philosophy_and_educa tion.htm Kohn, Alphie. (November 1999). The cost of overemphasizing achievement. School

Administrator. Retrieved from Kohn, Alphie. (2008). Progressive education:

why it's hard to beat, but also hard to find. Retrieved from Lucia RADU (Faculty of Letters). (November 2, 2011). John Dewey and progressivism in American education. Bulletin of the Transylvania University of Brasov, Series VII, 4(53), pp. 85 ? 90. Retrieved from 20VII/BULETIN%20VII/03_4%20Radu.pdf

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