• Isn’t the main problem with progressivism that it mistakes all learning to be like acquiring biologically primary abilities (Geary, 1995 ‘Reflections of evolution and culture in children's cognition’)? tweet

Progressivism, its roots, development, and present-day manifestations

E. D. Hirsch, Jr. (2016). The origins of natural-development theories in education. In his ‘Why knowledge matters’, 193-208.

• The ancestry of progressivism according to Hirsch:
  • William Wordsworth [romantic poet, US]
  • Samuel Taylor Coleridge [fancy versus imagination, borrowed by Dewey, 203]
  • Horace Mann [education writer, US] [‘By the 1840s, Horace Mann would refer to the “development” of the mind seventeen times in his reports to the Massachusetts Board of Education.’ 195] [“development” was a new idea in American education then. 194]
  • Georg Wilhelm Friedrich Hegel [philosopher, Germany. ‘natural supernaturalism’ [N.H. Abrams] 199]
  • Friedrich Wilhelm Joseph Schelling [philosopher, Germany, influenced Froebel]
  • Friedrich Froebel [‘Education of man’, 1826, big influence in US]
  • Rousseau [Swiss]
  • Pestalozzi [Swiss, 1746-1827]
  • Albertine Necker de Saussure [Swiss, L‡rsquo;Éducation progressive 1828]
  • Germaine de Staë [‘introduced France, England, and the United States to German pantheistic philosophers’ i.e.: Hegel, Schelling, Froebel]
  • Colonel Francis Parker [1837=1902, educational thinker, US; disciple of Froebel; ‘was named by Dewey as the founder of American progressive education’ 202]
  • W. T. Harris [US commissioner of education 1889-1906]
  • Susan Blow [1st public US kindergarten 1873]
  • John Dewey [‘moest ambitious and mature exposition of progressive education: Democracy and education 1916]
  • Marietta Johnson [founder PEA, US]
  • Jean Piaget [1896-1980; constructivism and stage theory, both no longer supported by the later Piaget; 207]
  Key progressivist statement, quotes from Hirsch:
  • ‘Pantheism, the idea that God is nature or suffuses nature, which is the root idea of child-centered education’ 193
  • ‘Our earlier thinking about schooling stressed correcting nature rather than following her.’ ( . . ) Progressive education, by contrats, does not look upon the child as naturally sinful. Quite the contrary: sin is felt to be a result of the imposition of human social customs upon the innocent being who comes straight from God.’ 194
  • ‘The classical aim of education was to correct nature through civilization. The romantic aim of education is to correct civilization through nature.’ 194
  • ‘Mann praised the German schools for using all the child’s five senses in instruction. God gave us five senses, Mann said; hence, education is most natural and effective is we use them all, and we do not limit ourselves to purely bookish, rote-learned activities.’ 195, & note 2]

Ben Wilbrink (mei 2016). The echo chamber of progressivist ideas, also in Dutch Platform Education 2032 report? blog

Ben Wilbrink (mei 2016). Razend populaire ideeën over onderwijs — progressivisme — blijken 19e-eeuwse romantiek. BlendEd #2, 70-77. opiniestuk

Progressivism: its contents, sources, and evidence

Greg Ashman (Jan 2, 2016) on progressivism here

Greg Ashman (April 25, 2016). Maths teaching rhetoric that doesn’t add-up blog

Horatio Speaks (Jan 1, 2016) on the traditional - progressive debate being ‘boring’ here

Greg Ashman (Dec 31, 2015) on the UK debate between traditionalism and progressivism in education here

Tom Bennett (2016). Opening speech ReserchEd Amsterdam. website

Paul W. Bennett (Feb 13, 2011). The ‘School Change’ Wizards: What Drives Michael Fullan and his Disciples? Educhatter’s blog

George Thompson (). Ontario advisor Fullan teamed with Pastorek in New Orleans reform: charter schools on Ontario’s ‘next horizon’. blog

Michael Fullan (2013) on Ontarios reform successes blog edweek

Joop Berding (1999). De participatie-pedagogiek van John Dewey. Proefschrift Vrije Universiteit. isbn 9090131523

Joop Berding (xxxx). John Dewey over opvoeding, onderwijs en burgerschap. Een keuze uit zijn werk. SWP. info

Chomsky: see, for example, Paul Griffiths (2009). The Distinction Between Innate and Acquired Characteristics. Stanford Encyclopedia of Philosophy

Jan van de Craats (2008). Waarom Daan en Sanne niet kunnen rekenen. Zwartboek rekenonderwijs. pdf

Kieran Egan (2002). Getting it wrong from the beginning. Our progressivist inheritance from Herbert Spencer, John Dewey, and Jean Piaget. New Haven: Yale University Press. isbn 0300094337 info

Kieran Egan (not dated). Getting it wrong from the beginning. The mismatch between school and children's minds. webpage

K. Anders Ericsson (Ed.) (2009). Development of professional expertise: Toward measurement of expert performance and design of optimal Learning Environments. Cambridge University Press. isbn 9780521740081 [in Koninklijke Bibliotheek als eBook, word vriend] info

Michael Fullan (). Leading in a culture of change. Personal action guide and workbook. Case example: National Literacy and Numeracy Strategy.

Michael Fullan interviewed YouTube [interview on his new book Stratosphere] I have made a partial transcript:

• Use of ICT “ will take us into the next sphere of learning, 21st century skills beyond what we’re able to do now without technology.”

  Fullan posits three concepts: pedadogy, technology, change-knowledge. "What we are seeing now is the natural affinity of pedagogy and technology. You can go only so far in pedagogy without technology. With technology you reach more kids, reach more information, do team stuff around the world." "This is exciting because it's the beginning of a really radical improvement cycle."

  “We have to meet four criteria of really making this work deeply [pedagogy & technology]: the solution has to be irresistably engaging for students ; it has to be somewhat easy to use, the iPad is easy to use for example; it has to really draw on technology 24/7; steeped in real life problem solving, because the real life problem solving which is now showing up in projects they're learning in schools, but if you let that flourish, what it does is it captures the 21st century skills, as the teaming, the creativity, communication, problem solving, sustainability, entrepreneurship, innovation, so everything comes together with this if you put these criteria together."

  Students starting at Kindergarten, the question is how enthusiastic are they about school [data from colleague Jenkins], basically what it shows is that as children go from Kindergarten to grade one etcetera school gets increasingly boring for them. So what we'll do with kids is to escape that boredom , still within education, but something really exciting. The other part, a little but complicated is, the people talk about the flexed roles of students and teachers , so there's a major implication for the role of teachers, teachers as actors designers of learning, teachers as change agents. So the teacher isn't left out of the equation, has a more important role, but the students both individually the way they will be engaged with this work and collectively as they work together, a whole different life, it will be a transformation for them. "

  "in whole system reform strategies . . . combine . . . with really powerful pedagogical ideas infiltrated by technology and the attraction of technology that's gonna be a really natural winner and I expect a lot of gravitation towards doing that work . . ." "I have seen two things . . . one is dissatisfaction with the status quo, the less enthusiasm for teachers, and the overall performance of the system, so there's a pretty strong dissatisfaction with where the system is able to go; and then there's a phenomenal excitement about the new technologies . . . here you got a great need and here you got a great solution, if you can bring them close together you really have that opening up of the future and if you can surround it with the knowledge of whole system reform you can really accelerate how it happens." [bold: my emphasis, b.w.]

David C. Geary (1995). Reflections of evolution and culture in children's cognition. Implications for mathematical development and instruction. American Psychologist, 50, 24-36. pdf [Biologically primary and biologically secondary abilities]

Tim Kautz, James J. Heckman, Ron Diris, Bas ter Weel, Lex Borghans (2014). Fostering and Measuring Skills. Improving Cognitive and Non-cognitive Skills to Promote Lifetime Success. OECD Education Working Papers. get pdf

Stellan Ohlsson (2011). Deep Learning: How the Mind Overrides Experience. Cambridge University Press. infor

Platform Onderwijs-2032 (Paul Schnabel, voorzitter) website

Sir Ken Robinson & Lou Aronica (2009). Het element. Als passie en talent samenkomen. Het Spectrum. isbn 9789049100261

Bea Ros (2009). Staartdelen of happen? Een pittig tweegesprek over rekenen tussen Marja van den Heuvel-Panhuizen en Jan van de Craats. Didaktief nr 1, 2: 4-5. pdf

Erci Sheninger (2016). Interview door Erik Meester. BlendEd, nr 1, 21-25. website

Elizabeth Spelke website

Herbert Spencer (1928 reprint). Essays on Education and kindred subjects. Dent. Gutenberg download

André Tricot & John Sweller (2014). Domain-specific knowledge and why teaching generic skills does not work. Educational Psychology Review preview & concept

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John Dewey (1930). How Much Freedom in New Schools? New Republic, 9 July 1930, 204-206. Reprinted in Jo Ann Boydston (Ed.) (1984). John Dewey. Volume 5: 1929-1930. Essays 319-325. Southern Illinois University Press. scan

In this article Dewey criticizes the progressives in education, without taking leave of what he himself regards the kernel of progressivism.

• . . . the underlying motivation [of progressive schools] is so largely a reaction against the traditional school that the watchwords of the progressive movement are capable of being translated into inconsistent practices.. ( . . . ) They are symptoms of reaction against formalism and mass regimentation; they are manifestations of a desire for an education at once freer and richer. In extreme cases they represent enthusiasm much more than understanding.

  Their common creed is the belief in freedom, in esthetic enjoyment and artistic expression, in opportunity for individual development, and in learning through activity rather than by passive absorption.

  319

• Colonel Francis W. Parker, more nearly than any other person, was the father of the progressive educational movement . . . . ( . . . ) One of his most frequent statements was that teachers had been teaching subjects when they should be teaching children. He engaged in aggressive warfare against the burden of ready-made, desiccated subject matter formulated and arranged from the adult point of view—in other words, against the stock in trade of the conventional curriculum. He pleaded for subject matter nearer to the experience and life of the pupils. ( . . . )

  ( . . . ) an antithesis which has persisted to a considerable extent in the later movement of progressive education: that between the human and personal element represented by the pupils, the children, youth, and, on the other hand, the impersonal and objective factor—the subject matter of studies, the body of knowledge and organized and skilled accomplishment. In saying that the antithesis thus set up has resulted, upon the whole, in a lack of balance, I do not mean in any way to hold the work and influence of Colonel Parker responsible. I mean that the same reaction against dead, formal and external studies which affected his early reforms has continued to operate with his successors, and to produce a one-sided emphasis—that upon pupils at the expense of subject matter.

  320

• That there was a need for the reaction, indeed for a revolt, seems to me unquestionable. The evils of the traditional, conventional school room, its almost complete isolation from actual life, and the deadly depression of mind which the weight of formal material caused, all cried out for reform. But rebellion against formal studies and lessons can be effectively completed only through the development of a new subject matter, as well organized as was the old—indeed better organized in any vital sense of the word organization—but having an intimate and developing relation to the experience of those in school. The relative failure to accomplish this result indicates the one-sidedness of the idea of the ‘child-centered’ school.

  ( . . . )

  To be truly self-centered is not to be centered in one’s feelings and desires. ( . . . ) It means to have a rich field of social and natural relations, which are at first external to the self, but now incorporated into personal experience so that they give it weight, balance and order.

  321

• 319

Blended #1, bevat gedachtegoed dat herkenbaar is als progressivisme

Interview Eric Sheninger. New Milford High School.

J. E. Stone (1996). Developmentalism: An Obscure but Pervasive Restriction on Educational Improvement. Education Policy Analysis Archives, 4 Number 8 April 21 free access

Vincent Stolk (2016). Moderne onderwijsdoelen uit 1860. Didactief blog

• Het kind vormen in overeenstemming met zijn natuurlijke gaven en talenten. Het klinkt als een heel modern onderwijsdoel, maar onderwijzers halverwege de negentiende eeuw pleitten er al voor. Dit artikel laat zien hoe onderwijzers en andere 'schoolmannen' in die periode de persoonsvorming in overeenstemming met de natuur van het kind begeerden als doel van het (lager) onderwijs.
• Toch stond Scheltema niet alleen met zijn pedagogische ideeën. Het tijdschrift Pestalozzi van B. Brugsma (1797-1868), het in Nederland bekende schoolhoofd van de Rijkskweekschool te Groningen, was bijvoorbeeld in zijn geheel gewijd aan het propageren van pedagogische grondbeginselen die 'in overeenstemming [zijn] met 's menschen aanleg en natuur'. De nadruk op de ontwikkeling conform de natuur van het kind is ook terug te zien in de veelgebruikte botanische metaforen in opstellen over opvoeding en onderwijs, zoals in de oneliner uit 1857: 'Het wakende oog der opvoeding verbant al, wat de vrije ontwikkeling der jonge plant zou kunnen belemmeren.'

• De schoolmannen van rond 1860 waren bang dat de schoolwet van 1857 met zijn veelheid aan vakken de school maakte tot slaaf van de industrie. De school moest tevens sociale vaardigheden bijbrengen. Maar daarmee was de kous niet af: onderwijs moest ook gaan om natuurlijke opvoeding, waarbij de onderwijzer voortbordurend op de natuurlijke goedheid het kind moest helpen tot volmaakte zelfontplooiing te komen. Anders gezegd, het kind moest gefaciliteerd worden te worden wie het in wezen was.

Kieran Egan (2002). Getting it wrong from the beginning. Our progressivist inheritance from Herbert Spencer, John Dewey, and Jean Piaget. New Haven: Yale University Press. isbn 0300094337

How does Egan describe progressivism?

• Spencer underlined the centrality for successful learning of direct experience. We must recognize, and act on the recognition, that ‘the words contained in books can be rightly interpreted into ideas, only in proportion to the antecedent experiience of things’ (1928 [Essays on Education, reprint Gutenberg download], 24).

  16

• The answer Spencer proposed was to devise methods of instruction, learning environments, and a curriculum that did conform with the underlying laws of children’s learning and development. Once methods and curricula more hospitable to children’s natural modes of learning were in place, their desire for knowledge would be released, and a revolution in learning would occur.

  The progressive movement in particular, but many others too, have been convinced of this idea, and in the twentieth century immense amounts of time, energy, ingenuity, and money were expended on trying to make learning in schools match children’s spontaneous learning in household, street, and field. The holy grail of progressivism—to let the metaphors run free—has been to discover methods of school instruction derived from and modeled on children’s effortless learning and so bring about the revolution promised by Spencer and by progressivists throughout the tentieth century. In spite of all this ingenuity, effort, and money, the revolution hasn’t shown much sign of occurring.

  Kieran Egan, 2002, blz. 38

• The worse error I want to expose, in Spencer’s writings and today, is connected with the common belief that children’s minds have some preferred natural kind of learning and that if we can isolate and understand it we can then make the educational process more efficient and effective. I will show why we should abandon this belief and look elsewhere for the key to enhancing the efficiency and effectiveness of children’s learning.

  39

• . . . I wish to show that the principles so many educators still find attractive are as problematic as their source in his [Spenecer’s] psychology [The Principles of Psychology archive.org]

  40

• Some of Spencer’s ideas are, of course, at least as old as Aristotle and can be traced through John Locke, David Hume, and others. The basic idea from which these modern beliefs derive seems to be Aristotle’s notion that every living thing has a natural form and that each organism’s growth is determined by an innate need to reach the fullest realization of that form. Once the mind is viewed as a kind of organism, it, too, is conceived in these terms .

  42

• . . . what we can do, Spencer suggested, is observe the child’s most characteristic forms of learning in the natural environment when no deliberate teaching is taking place. The trick then would simply be to ‘systematize the natural process’ and adopt the methods of teaching that nature has beeen perpetually trusting upon us, ‘if we had but the wit to see it, and the humility to adopt it’ (1996b, 84).

  From his conclusions about the mind and the learning process, Spencer made these now-familiar proposals for shaping what happens in educational institutions to be more like what happens in natural learning in the child’s everyday environment: the child must be active not passive; learning occurs best through play in the early years; new knowledge must be connected with what children already know and will thus initially be concerned with the local, the concrete, and the simple; learning should be pleasurable and not forced; and so on. By the end of this book, I will hope to have persuaded you that each of these common principles should be mistrusted.

  42-43

  Of course, Spencer was not an experimentalist, (German psychologists were, however!): he just thought up his principles of psychology. Skim the original text in archive.org!.

• Plato observed that one shouldn’t ‘use force in training the children in the studies, but rather play. In that way you can also better discern what each is naturally directed towards’ (Republic 537a).

  44

• The related epitome of bad educational practice was to teach rules first and examples later, as in ‘that intensely stupid custom, the teaching of grammar to children’ (Spencer, 1928, 50). ‘The particulars first and then the generalization, is the new method,’ Spencer declared, in the 1850s (1966b, 61). The student should also experience the particulars, not simply be told them.

  44

• Like Karl Marx in 1848 announcing the specter of communism stalking Europe, before most people had even heard of it, Spencer announces the imminent universal success of the new principles of learning:

  • The forcing-system has been, by many given up . . . The once universal practice of learning by rote, is daily falling more into discredit. All modern authorities condemn the old mechanical way of teaching the alphabet. The multiplication table is now frequently taught experimentally. In the acquirement of languages, the grammar-school plan is being superceded by plans based on the spontaneous process followed by the child in gaining its mother tongue. [1966b, 60-61 {Education: Intellectual, moral, and physical https://mises.org/library/education-intellectual-moral-and-physical }]

  Spencer might be saying the same today—as many do.

  44-45

• Spencer took many of his principles from Johann Heinrich Pestalozzi. Spencer acknowledged that the Pestalozzian system held real promise, but ‘we hear of children not at all interested in its lessons—disgusted with them rather’ (1928, 55). How to explain the failure? Even with ‘the choicest tools, an unskilled artisan will botch his work’ (56). That is, it was the teacher’s fault—a reason we have heard again and again for the gap between what ought to happen and what does.

  46-47

• Rousseau was, of course, an unacknowledged source of Spencer’s general idea that we have natural forms of learning that should determine how we teach, or facuilitate the learning of children. But Spencer gave the idea a distinctive form, imbued it with the authority of science, and bequeathed to twentieth educational thinkers his principles of natural learning in contrast with artificial and forced learning. The distinction between the natural and progressive and the forced and traditional was prominent throughout the twentieth century.

  The educator’s task, for Dewey as for Spencer, was to work out how to replicate in schools the natural learning one sees in children’s play and basic orientation in households, streets, and fields. The child in preschool years is engaged in ‘personal and vital’ learning, and the “educator who receives the child at the end of this period has to find ways of doing consciously and deliberately what ‘nature’ accomplishes in the earlier years” (Dewey, 1963, 74). When it comes to devising methods of instruction, Spencer’s principle that we ‘systematize the natural process’ (1966, 84) is glossed by Dewey as: “The law for presenting and treating material is the law implicit with the child’s own nature” (1964, 435 [1897 My pedagogic creed webpage ]).

  48

• One of Herbert Spencer’s influential bequests to modern education, then, has been a sharp, morally tinged distinction between natural and artificial forms of of learning and instruction. He inherited the distinction indirectly from Rousseau but shaped it into the form that has remained substantially unchanged since the 1850s. The distiction, and Spencer’s representation of the mind as a biological organ—which I’ll explore in the next chapter— has encouraged more than a century of research aimed at exposing in detail the nature of human learning and then devising methods of teaching that conform with it. That we still see, early in a new century, the same set of practices that Spencer recommended being promoted as new paradigms and as the implementation of the latest research, suggests that something is wrong. What is wrong is the inadequate recognition of how human learning is affected by our cognitive tools.

  76-77

  It is a pity that Kieran Egan endorses the kind of constructivist psychology of Vygotsky, in that way substituting 19th century clumsiness with 20th century Soviet phantasy. A pity.

Egan seems to lean towards constructivism/situationism, making his own psychology a bit less useful. I come across the first clear statement of his ideology on p. 72

• “ . . . the accumulation of cultural tools and the profound influence they have on our learning makes it almost impossible, except with pre-language infants, to expose basic principles of natural learning.”

  Getting it wrong from the beginning p. 72.

For what is the problem with this statement of Egan, see Anderson, Reder & Simon 1998.

• Check: Andrew Feffer (1993). The Chicago pragmatists and American progressivism. Ithaca: Cornell University Press. isbn 0801425026
• Check: W.A.C. Stewart (1972). Progressives amd radicals in English educaton 1750-1970. Clifton, New Jersey: Kelley.
• Check: Larry Laudan (1977). Progress and its problems. Towards a theory of scientific growth. University of California Press. isbn 0520037219
• Check: Lee J. Cronbach and Patrick Suppes (Eds) (1969). Research for tomorrow’s schools: Disciplined inquiry for education. London: Collier-Macmillan Limited. LCCC 70-81074 a.o.: Ch. 2: American scholars and educational progress: 1855-1958
• Check: Hasok Chang (2004/2007). Inventing temperature. Measurement and scientific progress. Oxford University Press. isbn 9780195337389
• Check: Nicholas Rescher (1978). Scientific progress. A philosophical essay on the economics of research in natural science. University of Pittsburgh Press/Basil Blackwell. isbn 0822911280

Ellen Condliffe Lagemann (2000). An Elusive Science: The Troubling History of Education Research. University of Chicago Press. isbn 0226467724 review short review & 1997 article

progressivism: xi, 28-29, 100, 139, project method 239, 124-5, 237-8,

Dewey School 223, 54, curriculum 47-8, 48-51, evaluation of 42, 56; 116-7; origin 21-22; students 115.

Lincoln School (Teachers College) 223; 99, 112, 116-7, 128; 117-8; 113-8; 119, 126, 146.

PEA 124-5, 237-8[ 144-50, 154; 102, 220; Eight Year Study 139-44; 139-141.

David W. Swift (1971). Ideology and change in the public schools. Latent functions of progressive education. Charles E. Merrill. isbn 0675092299

Gerald Bernbaum (Ed.) (1979). Schooling in decline. The Macmillan Press. isbn 0333232933

• Ch. 5. William Anthony (1976). Progressive learning theories: the evidence. 149-181. tweet
  The purpose of this chapter is to show that:

  1. Progressive educational theory demands that teachers should provide for freedom, activity, and discovery, in children’s learning;
  2. Progressivism has been prominent in the official theory of English primary education;
  3. Progressivism has included an intention of research whereby educational theories are to be subjected to the check of experiment and systematic experience;
  4. There is now a coherent body of research evidence relevant to progressive educational theory;
  5. The evidence tends to be somewhat unfavourable to the theory.

  p. 149, of William Anthony (1976). Progressive learning theories: the evidence. In Gerald Bernbaum: Schooling in decline (149-181). The Macmillan Press.

Craig Kridel & Wardlaw Hall (2010). Examining the Educational Film Work of Alice Keliher and the Human Relations Series of Films and Mark A. May and the Secrets of Success Program.

• Alice Keliher, an early childhood-psychoanalyst who studied at Teachers College with philosophers William H. Kilpatrick and John Dewey

• the Human Relations Series of Films arose from an ongoing, nationwide educational effort to reconstruct the high school curriculum. Few predefined ends or established outcomes were determined for this project. Experimentation was the quest, and program development became an open-ended endeavor. This massive educational experiment, the Progressive Education Association’s Eight Year Study, was well underway with an established administrative structure that included the direct participation of approximately 42 high schools and 26 junior high programs, hundreds of teachers, and thousands of students. The Eight Year Study’s title referred not to the length of the project but to its intent of reexamining four years of high school and four years of college. Comprised of three commissions, the Eight Year Study began in 1930 and continued to 1942. The Commission on Human Relations (1935-1942), chaired by Alice Keliher, served as the administrative and fiscal agency for the Human Relations Series of Films.

• The Eight Year Study commissions produced twenty-two academic books and countless tests, reports and sets of resource materials and it is viewed as the most important research-oriented experiment of American education in the 20th century.[11] [Craig Kridel and Robert V. Bullough, Jr. Stories of the Eight Year Study: Reexamining Secondary Education in America. Albany: SUNY Press, 2007. [UBL online access]]

• Further, to fully understand the significance of the Human Relations Series of Films is to become familiar with a much different conception of (exploratory) research and school experimentation. May would distinguish the Success series from the Human Relations series as the former being exploratory and the latter being experimental; however, these are general terms and not used in professional ways. In fact, the Eight Year Study leaders pioneered a new approach—an implementative study—the first of its kind in the United States, according to the General Education Board staff.[27] As such, this type of research differed from the common “status study” (surveys conducted to document current practices similar to American Council on Education film research), the “deliberative study” (a gathering of “scientific” data to support normative recommendations, a more accurate description of the Payne Fund Study work), and a conventional “controlled scientific study” (the aspiration of the Payne Fund Study). Implementative studies tested no formal hypotheses, upheld no specific models to be implemented and evaluated, and established no set of predefined outcomes. Rather, Keliher and her colleagues embraced a determined faith in experimentation as “being with adventurous company” and including gathering, analyzing, interpreting, and discussing data for the sole purpose of improving educational practice. Similar to contemporary forms of design research, the Eight Year Study and the Human Relations Series sought not to “prove” hypotheses with the research constructs of validity and reliability but, instead, to implement and test the best thinking of seasoned educators as a way to embolden their colleagues—teachers, school leaders and staff—to engage in exploration and experimentation in the classroom. This helps to explain why the PEA leadership chose Ralph Tyler to head the Evaluation Staff rather than W. W. Charters, who would have guided the project in more traditional scientific assessment.

• the vitality that the Eight Year Study brought to school experimentation and the evolution of educational theory and practice. Eight Year Study progressives had become a collective movement “to find, through exploration and experimentation, how the high school in the United States can serve youth more effectively,” and their efforts, while subtle, were profound.[34] [Wilford M. Aikin, The Story of the Eight-Year Study. New York: Harper & Brothers, 1942, p. 116.] In 1964, Keliher and others came together for a conference to commemorate the 20th anniversary of the Eight Year Study and to discuss and to reconsider the work of the Progressive Education Association Commissions in relation to the then-current practices in American education. After witnessing the (traditional, non-progressive) nationwide educational and cultural developments of the 1950s, one would have expected the conference presenters to lament the lack of impact of the Commissions’ findings. Yet, rather than questioning the degree of impact, Harold Alberty (the unofficial curriculum director of the project) stated that the Eight Year Study had actually taken on “an aura of holiness” that he felt was somewhat unwarranted.[35] Rather than being dismissed as a failed example of educational reform, the conference participants discussed the many innovative practices and seemingly countless insights that arose from the project. All acknowledged that its many influences had been diffused throughout American education, and the “sustainability” of the project was seen not as perpetuating a static model or curriculum mold but, instead, as recognizing that “the processes of bringing about change must be constantly under way.”[36] Alice Keliher and the Eight Year Study progressives, with their trust in the ability of teachers and with an essential faith in school experimentation, suggested many viable approaches to the persistent problems of improving education. While this massive project could not have redefined American education for the country, specific components of the work of the PEA’s three commissions, including the Human Relations Series of Films, helped to broaden and expand the venues for classroom experimentation so that “laboratory settings” became a possibility for every school.

Teachers and Mentors : Profiles of Distinguished Twentieth-Century Professors of Education Kridel, Craig; Bullough, Jr., Robert V.; Shaker, Paul (Eds.) (1996) [eBook KB]

• William van Til: William Heard Kilpatrick: Respecter of individuals and ideas. 216-224
• John A. Beineke: William van Til: The consistent progressive. 225-

Charles Ritchie (). The Eight-Year Study: Can we afford to ignore it? [Reprinted by permission from Wilford M. Aiken. The Story of the Eight-Year Study. Volume 1 of Adventure in American Education. New York: McGraw-Hill, Inc.. 1942.] pdf

Charles Dean Chamberlin, Enid Straw Chamberlin, Neal E. Drought, William Edlefsen Scott (1942). ‪Did They Succeed in College?: The Follow-up Study of the Graduates of the Thirty Schools. ‬[Progressive Education Association. Commission on the Relation of School and College] Adventure in American education, vol. IV [library Utrecht] search

See also Historical Foundations of Educational Psychology geredigeerd door John A. Glover,Royce R. Ronning p. 418 (via books.google) [UBL 6121 A 14 ]

Robert Peal (2014). Progressively Worse: The burden of bad ideas in British schools. Civitas. info [Peal blogs (answers to criticisms) [I have not seen this book yet, b.w.] [geen eBook in KB, niet in UBL] [kindle edition aangeschaft juni 2017, ha, ik had hem al eerder gekocht] critically reviewed & positively reviewed (in fact the foreword to the book).

Andrew Old (Feb 18, 2016). Denying the debate about progressive and traditional education (Part 1) blog

Andrew Old (Feb 19, 2016). Denying the debate between progressive and traditional education (Part 2) blog

Andrew Old (July 29, 2015). The Trendiest Current Arguments For Progressive Education Part 1 blog

Andrew Old (July 30, 2015). The Trendiest Current Arguments For Progressive Education Part 2 blog

Bertrand Schneider, Paulo Blikstein (accepted foor publication). Using Exploratory Tangible User Interfaces for Supporting Collaborative Learning of Probability. IEEE Transactions on Learning Technologies DOI 10.1109/TLT.2015.2448093 www.researchgate.net

Frank Adamson (Editor), Bjorn Astrand (Editor), Linda Darling-Hammond (Editor) (2016). Global Education Reform: How Privatization and Public Investment Influence Education Outcomes. Routledge. [not yet in KB as eBook] [niet in UBL] info

Educating Silicon Valley. Posted on March 17, 2016 by Ben Williamson. blog

Edith Hooge (24 maart 2016). Onderwijs als verbindingspunt van gemeenschapsvorming. pagina

Edith Hooge vervangt de ene eenzijdige blik door een andere. Dit zijn bewegingen binnen de ideologie van het progressivisme. John Dewey zelf gaf er waarschijnlijk ook alle aanleiding toe: spagaat van voorop stellen van talentontwikkeling naast ontwikkeling sociale identiteit (ik noem het maar even zo, Dewey moet ik nog eens grondig behandelen).

Craig Sower (2010). Strains of American progressive education. Shujitsu English Studies, 26, 1-54 last draft

Edward J. Power (1996). Educational philosophy. A history from the ancient world to modern America. New York: Garland Publishing. [PEDAG 11.a.104]

• The original progressive educators had stressed the contribution their movement could make to American education, while their successors were mesmerized with criticism to heap on traditional pedagogy and went on to saturate their discourse with slogans. Francis Parker (1837-1902), for example, called attention tot the accomplishments of progressive practices in the schools of Quincy, Massachusetts. But progressives who followed in his wake liked to heap scorn on old-fashioned schools without showing how the methods they endorsed were superior. Imprudence coupled with excessive zeal tempted the new breed of progressives to make their case by resorting to cliché and exaggeration. This drained off an abundance of good will that progressive education had earned.

  When progressive education was at its best it was an ornament to educational efficiency, but this required teachers with extraordinary talent and students with high motivation and ability. Many teachers who enlisted in the ranks of progressivism lacked ingenuity and art to fulfill the promise of the new pedagogy. Their students were indisposed to take charge of their own learning. The kind of education suited to genius is very likely the worst kind of education for the rank and file. In the end, progressive education might have been swamped by an excess of ambition.

  Progressive education was an ideology only partly reflected in educational activity, and it was cultivated by a progressive spirit in the nation. So long as this spirit remained intact, progressive education was helped. With the end of World War II, however, progressive spirit was replaced by a shift toward conservatism. This shift affected education, although its effect might have been less had progressive education remained a genuine educational movement rather than a cult where ‘educationists’ alone were welcome. Excluded were members of the lay public and educators whose approach to schooling was traditional. All these factors, Cremin wrote, accelerated the demise of progressive education and with it the expiration of the Progressive Education Association. In the last analysis, both died of old age.

  160-161

  Greg Ashman (May 2, 2016). Simon Birmingham to enforce progressive teaching methods Posted: May 2, 2016 | Author: gregashman blog

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  Alin Olteanu, Maria Kambouri, Andrew Stables (2016). Predicating from an Early Age: Edusemiotics and the Potential of Children’s Preconceptions. Studies n Philosophy and Education open access

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  Obscurantism

  • The main argument is that the practice of teaching requires mutual learning on behalf of the student and of the teacher. Learning presupposes a reshaping of one’s phenomenal world, being a restructuring of complex meaning phenomena.

  
  

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  Michael Knoll (1996). Faking a dissertation: Ellsworth Collings, William H. Kilpatrick, and the ‘project curriculum’ Journal of Curriculum Studies, 193-222 html

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  • Abstract In An Experiment with a Project Curriculum (1923) Ellsworth Collings reports on an experiment he directed as county superintendent from 1917 to 1921 at a rural school in McDonald County, Missouri, where the children themselves ‐ not the teacher or the curriculum ‐ determined the projects and topics they would study. Collings claims that the findings of his dissertation strengthened the case for the ‘project method’ as popularized by his doctoral adviser, William H. Kilpatrick, since the students at the ‘experimental school’ attained higher scores on standardized tests in writing, reading and arithmetic as well as in social skills, habits and attitudes than the students at the two ‘control schools’. Collings's book is a classic of progressive education, and his story of how 10 students were successful in combating an outbreak of typhoid fever in their community is well known among historians and educators even today. A re‐examination of the dissertation ‐ in particular of the so‐called ‘typhoid project’ ‐ reveals, however, that the experiment never took place as described and that Collings reconstructed his data substantially in order to conform to Kilpatrick's frame of reference and to present convincing data on the possibility and superiority of child‐centred education.

  
  

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  Allan Bloom (1990). Emile. In Giants and dwarfs. Essays 1960-1990 (177-207) New York: Simon and Schuster. isbn 0671707779 [Reprinted from Rousseau Emile or On Education, tr. Allan Bloom, pp 3-27]

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  Allan Bloom (1990). Rousseau: The turning point. In Giants and dwarfs. Essays 1960-1990 (208-2325) New York: Simon and Schuster. isbn 0671707779 [Reprinted from Allan Bloom (Ed.) (1990). Confronting the constitution (211-234)]

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  William Heard Kilpatrick (1918). The Project Method: The Use of the Purposeful Act in the Educative Process. pdf

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  Lawrence Kohlberg & Rochelle Mayer (1972). Development as the aim of education. Harvard Educational Review, 42, 449- 496. pdf

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  • Kohlberg and Mayer maintain that only pro- g~essivism,with its cognitive-developmental psychology, its interactionist epis- temology, and its philosophically examined ethics, provides an adequate basis for our understanding of the process of education.

    from the lead

  
  

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  Jeanne S. Chall (2000). The academic achievement challenge. What really works in the classroom. The Guilford Press. [PEDAG. 46.a.126] info

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  • Social class interacted positively with the two approaches [techer/student centered, b.w.]. Indeed, whenever the students were identified as coming from families of low socioeconomic status, they achieved at higher levels when they received a more formal, traditional education. Overall, while the traditional, teacher-centered approach produced higher achievement than the progressive, student-centered approach among all students, its effects were even stronger for those students who were less well prepared.(p. 171)

  
  

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  B. Spodek (1992). History of early childhood curriculum trends in the United States. In Leslie R. Williams & Doris Pronin Fromberg: Encyclopedia of early childhood education (308-309). New York: Garland Publishing. -->

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  Tinkering toward Utopia. A Century of Public School Reform. David Tyack & Larry Cuban (2009). Harvard University Press. [eBook KB] info

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  A critical study.

  
  

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  Deborah Hicks (Ed.) (1996). Discourse, learning, and schooling. Cambridge University Press. info

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  Vygotsky eerbetoon?

  • a.o.: 2. Going for the zone: the social and cognitive ecology of teacher-student interaction in classroom conversations / Frederick Erickson,
  • 3. Shifting participant frameworks: orchestrating thinking practices in group discussion / Mary Catherine O'Connor and Sarah Michaels
  • 4. Contextual inquiries: a discourse-oriented study of classroom learning / Deborah Hicks
  • 5. A literary model for psychology / Alex Kozulin
  • 6. Selective traditions: readings of Vygotsky in writing pedagogy / Courtney B. Cazden
  • 7. Sticking to the point: talk about magnets as a context for engaging in scientific discourse / Catherine E. Snow and Brenda F. Kurland
  • 10. James Paul Gee: Vygotsky and current debates in education: some dilemmas as afterthoughts to Discourse, learning, and schooling. 269-282

  
  

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  James Paul Gee (1966). Vygotsky and current debates in education: some dilemmas as afterthoughts to Discourse, learning, and schooling. In the same, edited by Deborah Hicks (1996), pp 269-282. preview

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  • Thus, before I turn to Vygotsky, I want to sketch one such controversy now playing itself out in much of the English-speaking world. This is the debate between progressive and postprogressive pedagogies: a distinction that sometimes turns on arguments about the role and efficacy of explicit instruction in conrast to implicit learning through immersion in rich education environments.

    Those on both the right and the let of the poitical spectrum have called for a renewed emphasis on explicit instruction. The right (as ever) demands a return to "basics," to explicit teaching and testing of traditional grammar, phonis, decoding, and numeracy. Given that contemporary capitalism appears to desire "knowledge workers" who possess not rote knowledge and skills but rather the ability to adapt, learn, and problem solve (Drucker, 1993), I do not believe "back-to-basics" demands are of much importance in the long run, however dangerous they may be i the short run.

  
  

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  Neil Postman and Charles Weingartner (1969) Teaching as a subversive activity. Penguin Education Specials. 1975 reprint,

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  Als dit populaire werkje inderdaad zo invloedijk is geweest, moet ik maar even houden, ook al is het zo onwetenschappelijk als een oude boerenschuurdeur.

  
  

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  Jakob Robert Schmid (1936/1976). Le maitre-camarade et la pédagogie libertaire. Maspéro. isbn 2707104310 --> [extreem ‘nieuw leren’ begin 20e eeuw, met wortels in Rousseau of zelfs veel oudere ideologie]

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  Basil Bernstein (1990). The Structuring of Pedagogic Discourse. Class, codes and control volume IV. Routledge. isbn 0415045681

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  • 1. Code, modalities, and the process of cultural reproduction: a model 13-62
    2. Social class and pedagogic practice 63-93
    3. Elaborated and restricted codes: overview and criticisms 94-130
    4. Education, symbolic control, and social practices 133-164
    5. The social construction of pedagogic discourse

  
  

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  Ann L. Brown (1997). Transforming schools into communities of thinking and learning about serious matters. American Psychologist, 52, 399-413. abstract

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  About the Fostering Communtis of Learning Program. Claims (of progressivist signature), backed up by data showing huge gains. Can use some critical review. Jerome Bruner visited the project and wrote about it in his 1996 (I must check on that, I do have the book but I can’t locate it ;-( ).

  • . . . the program leads children to discover the deep principles of the doman and to develop flexible learning and inquiry strategies of wide applicability.

    from the abstract

  
  

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  Tetsuo Isozaki (2016). Historical insights into British, Japanese and US general science from the first half of the twentieth century. Asia-Pacific Science Education free access

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  Wiki: Progressive education. page

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  Docent-onderzoeker Mary Persons: Niet sturen maar coachen. Didactief nr 7, september 2009. cache

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  De onderzoekende docent Mary Persons, anno 2009: Niet sturen maar coachen’. Basisonderwijs hebben we het dan over tweet

  • Marij Persons onderzoekt de veranderende rol van leraren binnen het nieuwe leren.

  
  

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  David R. Olson & Nancy Torrance (1996). Introduction: Rethinking the role of psychology in education. In David R. Olson & Nancy Torrance 1996 (1-6). preview

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  Strong ideology, mainly progressivist in character. A shock to read it, really (August 2016).

  • We are not the first generation of scholars to concern ourselves with the implications of a new understanding of human development for educational theory and practice. Progressivism with its concern for child-centered education became a dominant theme early in the twentieth century and has fueled a passion for developmental psychology as well as a deep respect for the role of the school in promoting that development, a development that continues into the present ( Lagemann, 1989 ). Dewey's influential books—including The child and the curriculum (1902/1956) , Experience and education (1938/1972), and Art as experience (1934/1958) — while both reporting and fostering educational reforms ( Cremin, 1964 ), encouraged us to see knowledge and experience from the child's point of view. More recent writings in that tradition—including Bruner's The process of education (1960) , Donaldson's Children's minds (1978), and Gardner's The unschooled mind (1991) — all called for and demonstrated the possibility of a new, more humane education based on a respect for children's knowledge, interest, ability and integrity—in a word, for their conscious experience.

    ( . . . )

    David Olson and Jerome Brunes spell out the relations between the implicit 'folk psychology' of a culture or a subculture and the eucational practice, the 'folk pedagogy' adopted by that culture. Howard Gardner, Bruce Torff, and Thomas Hatch reexamine the assumptions of progressivism in the light of current knowledge f human development.( . . . ) Barbara Beatty examines the historical relations between psychological theory and the educational practice of the progressive movement.

  
  

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  David R. Olson & Nancy Torrance (Eds.) (1996). The handbook of education and human development. New models of learning, teaching, and schooling Blackwell. isbn 1557864608 abstract

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  Progressivist ideology.

  • • a.o.: Olson & Bruner, Folk psychology and folk pedagogy - Gardner, Torff, & Hatch, The age of innocence reconsidered: preserving the best of the progressive traditions in psychology and education - Green, A rereading of Dewey’s Art as experience: Pointers toward a theory of learning - Case, Changing views of knowledge and their impact on educational research and practice - Beatty, Rethinking the historical role of psychology in educational reform 100-116 - Jacqueline J. Goodnow: Acceptable ignorance, negtiable disagreement: Alternative vis of learning 345-367 - Oatley & Nundy, Rethinking the role of emotions in education 257-273 - Bereiter & Scardamalia, Rethinking learning 485-513 - Kieran Egan: The development of understanding 514-533 - Ference Marton & Shirley Booth: The learner's experience of learning 534-564 - Ingrid Pramling: Understanding and empowering the child as learner? 565-592 - Janet Wilde Astington & Janette Pelletier: The language of mind: Its role in teaching and learning 593-618 - Keil & Silberstein, Schooling and the acquisition of theoretical knowledge 621-645 - Andrea A. DiSessa: What do 'just plain folk' know about physics? 709-730 - Magdalene Lampert, Peggy Rittenhouse, and Carol Crumbaugh: Agreeing to disagree: developing socialble mathematical discourse 731-764 - Peter Seixas: Conceptualizing the growth of istorical understanding 765-782

  
  

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  Jerome S. Bruner (1965). The process of education. Harvard University Press. pdf

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  Howard Gardner (1991). The unschooled mind. How children think and how schools should teach. Basic Books. isbn 0465088953 info and reviewed.

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  Gardner does not seem to be able to distinguish between biologically primary and secondary capabilities (Geary 1995; Tricot & Sweller 2014). I gather from the review that Gardner is thorougly mistaken about cognitive psychology and how it is relevant to education. Although he is aware of the more obvious pitfalls of progressivist beliefs, he presents his own take of progressivism / situationis (belief in the value of apprenticeship, f.e.).

  
  

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  Yong Zhao (8 October 2016). From Deficiency to Strength: Shifting the Mindset about Education Inequality. blog [also available as pdf of the article in  Journal of Social Issues Vol. 72, No. 4, 2016, pp. 716–735.]

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  Progressivist declaration by Yong Zhao.

  
  

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  Paul R. Gross and Norman Levitt (). Higher Superstition. The Academic Left and Its Quarrels with Science. Johns Hopkins Press. [nog niet gezien, in UBL centraal] info

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  Nicholas Tampio (December 2016). In praise of Dewey. He knew how to protect democracy – not by rote and rules but by growing independent-minded kids. Let us not forget it. blog

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  Confuses philosophy and the real world (psychology, sociology).

  
  

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  Terry Russell & Linda McGuigan (2016). Exploring science with young children. Sage. [PEDAG 40.d.214] info

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  'young children: 3-7 yrs ! Kind of science fiction of the early years of schooling. Pretty ridiculous, from a psychological viewpoint. The exercises might be quite entertaining, however. The question reamining: what do kids take away from it? What do they loose because of less time spent acquiring Core Knowledge? Is this kind of education equitable?

  
  

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  E. P. Culverwell (1914). The Montessori principles and practice. A book for parents and teachers. London: G. Bell & Sons. archive.org

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  Virginie F.C. Servant (2016). Revolutions and Re-iterations. An Intellectual History of Problem-based Learning. Proefschrift Erasmus.

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  Robert Peal (2014). Progressively worse. The burden of bad ideas in British schools. Civitas. Kindle (Andrew Old: preface)

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  George Monbiot (Feb 15, 2017). In an age of robots, schools are teaching our children to be redundant. blog

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  A lot of misconceptions and false arguments in one place. Comes in handy!

  
  

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  Personalized Learning: The Conversations We’re Not Having. Working Paper 07.22.2016 MONICA BULGER blog

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  Cissy Pater: Gepersonaliseerd leren geïmplementeerd: de casus Kunskapsskolan. NTOR pdf

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  Implementation of inquiry-based science education in different countries: some reflections Carl-Johan Rundgren (2015). Cult Stud of Sci Educopen access

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  Why Education Experts Resist Effective Practices (And What It Would Take to Make Education More Like Medicine) by Douglas Carnine (). Fordham Institute pdf

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  Douglas Carnine (2000). Why education experts resist effective practices. (And what it would take to make eduction more like medicine). Thomas B. Fordham Institution. report pdf

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  Rolland Paulston (1977). Social and educational change: Conceptual frameworks. Comparative Education Review, 21, 370-395. manuscript-report

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  P. De Bruyckere, E. Struyf, en D. Kavadias (2012). Rousseau en Arendt in de iPad-klas, de oudere wortels van hedendaagse discussies over technologie op school. Pedagogische Studiën, 92, 202-212. open access

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  Graham J. McPhail (2016) From aspirations to practice: curriculum challenges for a new 'twenty-first-century' secondary school, The Curriculum Journal, 27:4, 518-537, DOI: 10.1080/09585176.2016.1159593 free access

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  Sept 26, 2017 \ contact ben at at at benwilbrink.nl    

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    http://www.benwilbrink.nl/projecten/progressivisme.htm

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