Relevant bibliographies by topics / Progressivisme

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Progressivisme'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Progressivisme"

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Al Faris, Fitri. "KURIKULUM 2013 DALAM PERSPEKTIF FILSAFAT PENDIDIKAN PROGRESSIVISME." Jurnal Filsafat 25, no. 2 (August 16, 2016): 316. http://dx.doi.org/10.22146/jf.12687.

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The educational curriculum in Indonesia has grown recent times but the philosophical foundation used rarely explored. The philosophical foundation used became an interesting thing. Through the clear philosophical foundation, direction and purpose of education became clear too. This study found that the nature of the educational curriculum 2013 were increasing changes base towards attitudes, knowledge and skills of the learners themselves in order to create a good character education. The goal to be achieved through the curriculum 2013 were producing creative and innovative generations to minimize poverty, ignorance and backwardness civilization. It has an eclectic incorporative philosophical foundation which means taking elements from education philosophy ideologies integrated with the national educational system. Progressivism as one of the schools of philosophy of education has a dominant part in the curriculum 2013 proved through the education system that is much focused to the students as the subjects of education, the teacher as a facilitator and the integrated lessons in one unit. The curriculum 2013 shows that the students must be taught in accordance with the developmental era. It will prevent producing obsolete generations. There are three main competencies of the students should be assessed as a whole things (attitudes, knowledge and skills).
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Wasitohadi, Wasitohadi. "PRAGMATISME, HUMANISME DAN IMPLIKASINYA BAGI DUNIA PENDIDIKAN DI INDONESIA." Satya Widya 28, no. 2 (December 5, 2012): 175. http://dx.doi.org/10.24246/j.sw.2012.v28.i2.p175-190.

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<p>Praksis implementasi pendidikan mestinya mengacu pada teori pendidikan dan didasarkan pada landasan filosofis yang jelas. Agar praksis pendidikan tersebut dibimbing oleh teori (action guided by theories), maka pemahaman terhadap teori pendidikan dan akar filosofisnya menjadi penting dan strategis. Salah satu aliran filsafat yang pengaruhnya besar terhadap dunia pendidikan adalah pragmatisme. Pragmatisme meyakini bahwa benar tidaknya suatu teori bergantung pada berfaedah tidaknya teori itu bagi manusia dalam penghidupannya. Dengan demikian, ukuran untuk segala perbuatan adalah manfaatnya dalam praktek dan hasil yang memajukan hidup. Kaitan antara filsafat pragmatisme dengan humanisme, dapat dipahami dengan melihat pengaruh pragmatisme terhadap pendidikan modern melalui pengaruh teori pendidikan progressivisme. Humanisme pendidikan mengadopsi sebagian besar dari prinsip-prinsip progressivisme, yaitu keterpusatan pada anak, peran guru yang tidak otoritatif, pemfokusan pada subyek didik yang terlibat aktif dan tekanannya pada sisi pendidikan kooperatif dan demokratis. Implikasi pragmatisme bagi dunia pendidikan di Indonesia, antara lain tercermin dari adanya penghormatan dan penerapan terhadap prinsip-prinsip pendidikan berbasis pengalaman dan pendidikan yang berpusat pada subyek didik.</p>
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Kusumawati, Intan. "LANDASAN FILOSOFIS PENGEMBANGAN KARAKTER DALAM PEMBENTUKAN KARAKTER." Academy of Education Journal 7, no. 1 (January 1, 2016): 1–15. http://dx.doi.org/10.47200/aoej.v7i1.342.

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Pendidikan adalah proses menuju ke arah yang lebih baik dan bermartabat. Permasalahan karakter adalah pembahasan permasalahan yang menarik untuk dikaji dan dicarikan jalan keluarnya. Sebuah negara yang berkarakter akan bisa menjadi bekal dalam mencapaian tujuan negaranya. Sebaliknya negara yang tidak mempunyai chatacter building yang baik akan menjadi negara yang akan mengalami kemerosotan dalam berbagai hal. Terkembangan teknologi menjadi faktor yang paling berpengaruh dalam sebuah pendidikan. Landasan filosofi dalam pengembangan karakter menjadi arah bagi pengembangan karakter itu sendiri dalam proses Pendidikan. Pendidikan merupakan usaha sadar dan terencana dalam proses pembentukan sebuah karakter seseorang menuju ke arah yang lebih baik. Dasar filosifi pendidikan karakter ada tiga yaitu dasar ontologis, epistemologis, dan aksiologis. Terdapat lima macam aliran dalam filsafat pendidikan, yaitu: Progressivisme, Esensialisme, Perennialisme, Rekonstruksionisme, dan Eksistensialisme.
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Mustapa, Hasan, and M. Anwar Syi'aruddin. "Creative Understanding Dalam Progressivisme Pemikiran Islam Politik Syafruddin Prawiranegara (1911-1989): Sebuah Pendekatan Komunikasi." Politea : Jurnal Politik Islam 3, no. 1 (June 29, 2020): 133–72. http://dx.doi.org/10.20414/politea.v3i1.1721.

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Peran intelektual tokoh Masyumi cenderung terpinggirkan karena kelemahan posisi politik baik di masa rezim Orde Lama maupun Orde Baru. Kendati gagasan mereka sangat relevan dengan pengentasan problem umat. Beberapa di antaranya seperti Syafruddin Prawiranegara, merespons sikap politik penguasa dengan komunikasi politik yang santun nan progresif. Proses komunikasi politik intelektual Masyumi tersebut diurai melalui beberapa aspek seperti: creative understanding, identity values, aesthetic appeal, community agreement serta reform of society. Menghadapi strategi politik propaganda Soekarno dan Soeharto terhadap sikap politik yang berbeda, Syafrudin Prawiranegara merespons dinamika politik baik Orde Lama maupun Orde Baru lebih bersifat retorik di mana ia bertumpu pada argumentasi yang mengandalkan kekuatan logika serta pendekatan persuasi dan apresiasi yang berimbang dalam melihat peristiwa, tokoh, maupun pergulatan politik yang terjadi.
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Varacalli, Thomas F. X. "In Defense of Catholic Fusionism." Catholic Social Science Review 24 (2019): 11–18. http://dx.doi.org/10.5840/cssr20192426.

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Patrick Deneen’s criticisms of liberalism are both penetrating and persuasive. Yet, Deneen does not adequately address liberalism’s strongest arguments. Deneen’s concept of “liberalism” is problematic because it minimizes the significant distinctions between classical liberalism and progressivism. Certain principles of classical liberalism, such as the free market and an increased awareness of human beings as rights-bearing individuals, are compatible with the Catholic faith. Progressivism, on the other hand, is not. Progressivism’s moral failings are far worse than those associated with classical liberalism. Although classical liberalism is itself flawed, it remains viable to the extent that it may be integrated with core Christian teachings.
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Halek, Dahri Hi. "Kurikulum 2013 dalam Perspektif Filosafi." Jurnal Georafflesia : Artikel Ilmiah Pendidikan Geografi 3, no. 2 (February 8, 2019): 1. http://dx.doi.org/10.32663/georaf.v3i2.567.

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Kurikulum pendidikan di Indonesia telah berkembang dalam beberapa kali namun landasan filsafat yang digunakan jarang digali. Landasan filsafat yang digunakan menjadi pemikiran menarik karena dengan landasan filsafat yang jelas maka arah dan tujuan pendidikan menjadi jelas. Hasil penelitian ini yang utama menemukan bahwa hakikat kurikulum pendidikan 2013 adalah meningkatkan basis perubahan pada sikap, pengetahuan dan keterampilan pada diri peserta didik demi terciptanya pendidikan karakter yang baik. Tujuan yang ingin dicapai dalam kurikulum 2013 adalah menghasilkan generasi yang kreatif dan inovatif dengan harapan mampu meminimalisir kemiskinan, kebodohan dan keterbelakangan peradaban bangsa. Kurikulum 2013 memiliki landasan filsafat eklektik inkorporatif yang berarti mengambil unsur-unsur yang baik dari aliran-aliran filsafat pendidikan untuk diintegrasikan dengan sistem pendidikan nasional. Progressivisme sebagai salah satu aliran filsafat pendidikan memiliki warna yang dominan dalam kurikulum 2013 terbukti dengan sistem pendidikan yang sangat menitikberatkan murid sebagai subjek pendidikan, guru bertindak sebagai fasilitator, serta mata pelajaran yang terintegrasi dalam satu unit. Kurikulum 2013 menunjukkan kalau anak atau subjek pendidikan harus diberi pelajaran dan pengajaran sesuai dengan perkembangan zaman agar tidak menghasilkan generasi usang serta tiga kompetensi utama dalam diri anak harus dinilai secara keseluruhan (sikap, pengetahuan, dan ketrampilan).
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Mohammed Akinola Akomolafe, Mohammed Akinola. "Between Perennialism and Progessivism: A Reflection on a Pedagogical Choice for Effective Child Development." Filosofiya osvity. Philosophy of Education 26, no. 2 (June 25, 2021): 78–89. http://dx.doi.org/10.31874/2309-1606-2020-26-2-5.

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With the task of the philosopher of education beset with several challenges and theoretical underpinnings regarding what kind of pedagogy and curriculum suits the moral and personal development of the child, various approaches have been postulated. In the present study, we prune these theories to perennialism and progressivism. There have been divergent views as to whether or not either or both of these serve the interest of the child better. What then is Perennialism? What is Progressivism? What makes each of these theories a preferred pedagogic theory for the child? Are there any places of connection and/or discord between these theories? Are they both necessarily at logger heads? In this essay, we argue that progressivism and perennialism portray shades of truth about child teaching and development that is unique and distinct to each. As human societies and social consciousness are not univocal, it is the submission of this essay that it is the task of the educator to align any of the two education theories with the yearning of the community which is where the input of education of the child is made manifest. Main persons for philosophical investigation of perennialism for us are Robert Maynard Hutchins, Mortimer J. Adler, and Sir Richard Livingstone whereas important persons for progressivism are John Locke, Jean-Jacques Rousseau and especially John Dewey. Perennialism holds the view that teachers should teach issues that are of general importance to man and focus on them. Progressivists believe that education cannot be always the same and it is always in the process of development: it must be life itself, and learning has be linked to the interests of the child, which must be carried out by solving specific social and educational problems.
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Palecek, Martin, and Tomas Tazlar. "The Limiting of the Impact of Proxy Culture Wars by Religious Sensitivity: The Fight of Neo-Pentecostal Churches against LGBTQ Rights Organizations over Uganda’s Future." Religions 12, no. 9 (August 31, 2021): 707. http://dx.doi.org/10.3390/rel12090707.

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It has been argued recently that Uganda’s sexual law should be interpreted as a part of gender power struggles, rather than in the original neo-colonial interpretation or as a result of structural changes and President Museveni’s pragmatic policy. Based on our intensive fieldwork during the dry season in 2017, we argue that an understanding of this development as a combination of the US proxy culture wars–US cultural wars being fought worldwide-interacting with local religious sensitivity is more plausible. The “sexual law” is a product of the clash between conservatives and progressivists over Uganda’s future. The Neo-Pentecostals—typically supported by conservative circles from the USA and Canada—stand against the influence of secular NGOs—mostly connected with the LGBTQ and progressivist circles from the USA and EU. However, the effect of international influence is limited due to religious sensitivity, shaped by local tradition. Uganda’s people are not passive victims of any kind. They take an active part in the global contest between cultural progressivists and conservatives.
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Cullis, Philip. "The Limits of Progressivism: Louis Brandeis, Democracy and the Corporation." Journal of American Studies 30, no. 3 (December 1996): 381–404. http://dx.doi.org/10.1017/s0021875800024877.

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The Progressive movement's confrontation with big business was dominated by a paradox. Reformers constantly warned about large corporations, denouncing their capacity to abuse workers, cheat consumers, brutalise competitors and undermine the democratic system. But, despite such rhetoric, the movement did little to diminish the social, political and economic power of big business. This discrepancy has, of course, attracted many historians' attention. For some, Progressivism's “failure” stemmed from reformers' ambivalent attitude towards big business and industrialisation: while angry about the malignant results of big business, Progressives agreed that any campaign to reverse the process of industrialisation would be futile and potentially harmful. For New Left historians, such as Gabrial Kolko, Martin Sklar and James Weinstein, the explanation for the shortcomings of Progressivism is even more straightforward. They claim that, despite their disingenuous declarations in favour of democracy and equality, most Progressive leaders never intended to challenge the power of America's corporate elite.
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Eddy, Matthew D. "The line of reason: Hugh Blair, spatiality and the progressive structure of language." Notes and Records of the Royal Society 65, no. 1 (January 12, 2011): 9–24. http://dx.doi.org/10.1098/rsnr.2010.0098.

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At the dawn of the nineteenth century, words were seen as artefacts that afforded insights into the mental capacities of the early humans. In this article I address the late Enlightenment foundations of this model by focusing on Professor Hugh Blair, a leading voice on the relationship between language, progressivism and culture. Whereas the writings of grammarians and educators such as Blair have received little attention in histories of nascent palaeoarchaeology and palaeoanthropology, I show that he addressed a number of conceptual themes that were of central relevance to the ‘primitive’, ‘ancient’ and ‘modern’ typology that guided the construction of ‘prehistoric minds’ during the early decades of the Victorian era. Although I address the referential power of language to a certain extent, my main point is that the rectilinear spatiality afforded by Western forms of graphic representation created an implicitly progressivist framework of disordered, ordered and reordered minds.
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Dissertations / Theses on the topic "Progressivisme"

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Hungerford, Yael Levin. "Charles S. Peirce's Conservative Progressivism." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:107167.

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Thesis advisor: Nasser Behnegar
My dissertation explores the epistemological and political thought of Charles S. Peirce, the founder of American pragmatism. In contrast to the pragmatists who followed, Peirce defends a realist notion of truth. He seeks to provide a framework for understanding the nature of knowledge that does justice to our commonsense experience of things. Similarly in contrast to his fellow pragmatists, Peirce has a conservative practical teaching: he warns against combining theory and practice out of concern that each will corrupt the other. The first three chapters of this dissertation examine Peirce’s pragmatism and related features of his thought: his Critical Common-Sensism, Scholastic Realism, semeiotics, and a part of his metaphysical or cosmological musings. The fourth chapter explores Peirce’s warning that theory and practice ought to be kept separate. The fifth chapter aims to shed light on Peirce’s practical conservatism by exploring the liberal arts education he recommends for educating future statesmen. This dissertation makes clear that Peirce was not a crude utilitarian or simply concerned with “what works.” He was, moreover, not anti-metaphysical. Peirce has much to instruct contemporary thinkers. His is an anti-skeptical but modest theory of reality that remains valuable to contemporary readers. His message of caution in the practical realm is sound. Finally, his call for what a university ought to be and the liberal arts education that will best groom students for a life of action is still an important message
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Political Science
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Fortune, Aaron. "A philosophical history of American progressivism /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1362525211&sid=17&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Antle, Michael Lee. "Progressivism/Prohibition and War: Texas, 1914-1918." Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc935651/.

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This thesis focuses upon the impact of war upon the progressive movement in Texas during 1914-1918. Chapter I defines progressivism in Texas and presents an overview of the political situation in the state as relating to the period. Chapter II discusses the negative impact that the first two years of World War I had upon the reform movement. Chapter III examines the revival of the Anti-Saloon League and the 1916 Democratic state convention. Chapter IV covers the war between James E. Ferguson and the University of Texas. Chapter V tells how the European war became a catalyst for the reform movement in Texas following America's entry, and its subsequent influence upon the election of 1918. Chapter VI concludes that James E. Ferguson's war with the University of Texas as well as World War I were responsible for the prohibitionist victory in the election of 1918.
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Sheffield, Michael Jonathan. "An International Reformer: Jessie Ackermann and American Progressivism." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1335.

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Jessie Ackermann traveled throughout the world representing numerous American reformist organizations during the Progressive Era. Over the course of her lifetime, she promoted progressive reforms in foreign lands. This study examines Ackermann's career a progressive in an international context. The Jessie Ackermann Collection in the Archives of Appalachia holds various records that document Ackermann's career. Ackermann also authored three books during her lifetime. This thesis employs these primary materials along with other appropriate primary and secondary sources dealing with Ackermann and the Progressive Era. Several historical studies have surveyed Ackermann's work as a reformer; however, none have sought exclusively to place her within the context of the Progressive Movement. Ackermann's experiences reveal that progressives not only sought to change society in America, but that some carried progressivism abroad to transform foreign societies. This study contributes to the understanding of Ackermann's work as a reformer and the international nature of progressivism.
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York, Justin K. "Partisan progressivism : social politics and the 1912 progressive party." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1529.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Arts and Humanities
History
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Preuss, Gene B. "Progressivism in Texas : the origins of LBJ's educational philosophy /." View online, 1993. http://ecommons.txstate.edu/histtad/6.

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LaPierre, Patrick. "The philosophic soul of reform : Herbert Croly's ideal of progressivism." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ40169.pdf.

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Heinrichs, Timothy J. "The last great awakening : the revival of 1905 and progressivism /." Thesis, Connect to this title online; UW restricted, 1991. http://hdl.handle.net/1773/10404.

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Turner-Reed, Laura. "'Gimme That Ole Time Religion': Traditionalism, Progressivism and Popular Media." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3202/.

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This thesis examines the role of Christianity in contemporary American culture using 1990s popular media as cultural artifacts. Building on theories of ideological analysis and hegemony, this project uncovers a balance between progressive and traditionalist ideologies in American culture with progressive ideologies most often superficially acknowledged and incorporated into dominant traditionalist Christian ideologies through hegemonic negotiation. An analysis of the popular Hollywood films The Last Temptation of Christ, Leap of Faith, Michael, City of Angels, Dogma and Keeping the Faith, illustrates this process by addressing Christian dominance in multicultural America, a backlash against feminism constructed through patriarchal and “family values” ideologies, and an integration of popular culture and traditionalist Christianity.
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Villard, Erik B. "Camp Lewis, 1917-1919 : progressivism, patriotism, and the First World War /." Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/10435.

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Books on the topic "Progressivisme"

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Breisach, Ernst. American progressive history: An experiment in modernization. Chicago: University of Chicago Press, 1993.

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Eisenstark, Reyna. Progressivism. Edited by Friedenthal Lora and Weber Jennifer L. 1962-. New York: Chelsea House, 2009.

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Lora, Friedenthal, and Weber Jennifer L. 1962-, eds. Progressivism. New York: Chelsea House, 2009.

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Eisenstark, Reyna. Progressivism. Edited by Friedenthal Lora and Weber Jennifer L. 1962-. New York: Chelsea House, 2010.

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Silcock, Peter J. New progressivism. London: Falmer, 1999.

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Silcock, Peter. New Progressivism. London: Falmer Press, 1999.

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Choiriyah, Siti. Kurikulum dan realitas sosial, studi tentang aplikasi konsep progressivisme pada sistem pendidikan di STAIN Surakarta: Laporan penelitian individual DIPA STAIN Surakarta, tahun anggaran 2006. Sukoharjo: Sekolah Tinggi Agama Islam Negeri Surakarta, 2006.

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No more free markets or free beer: The Progressive Era in Nebraska, 1900-1924. Lanham, Md: Lexington Books, 1999.

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Francis, Deverell William, and Sitton Tom 1949-, eds. California progressivism revisited. Berkeley: University of California Press, 1994.

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Brandeis: Beyond progressivism. Lawrence, Kan: University Press of Kansas, 1993.

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Book chapters on the topic "Progressivisme"

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Darling, John, and Sven Erik Nordenbo. "Progressivism." In The Blackwell Guide to the Philosophy of Education, 288–308. Oxford, UK: Blackwell Publishing Ltd, 2007. http://dx.doi.org/10.1002/9780470996294.ch17.

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McLennan, Gregor. "Progressivism Reinvigorated." In What is Radical Politics Today?, 145–52. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1057/9780230251144_17.

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Gould, Lewis L., and Courtney Q. Shah. "Progressivism emergent." In America in the Progressive Era, 1890–1917, 19–34. Second edition. | Abingdon, Oxon ; New York : Routledge, 2021. | “First edition published by Pearson Education Limited 2001.”: Routledge, 2020. http://dx.doi.org/10.4324/9781003005773-4.

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Mooney, Barbara Burlison. "Prairie progressivism." In Modern Architecture and Religious Communities, 1850–1970, 91–106. New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351043724-6.

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Hak, Gordon. "Among Liberal Progressives." In Liberal Progressivism, 83–93. New York, NY : Routledge, 2021. | Series: Routledge innovations in political theory; vol 91: Routledge, 2021. http://dx.doi.org/10.4324/9781003110125-6.

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Hak, Gordon. "A World of Work in the 1970s." In Liberal Progressivism, 51–67. New York, NY : Routledge, 2021. | Series: Routledge innovations in political theory; vol 91: Routledge, 2021. http://dx.doi.org/10.4324/9781003110125-4.

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Hak, Gordon. "Locating Liberal Progressivism." In Liberal Progressivism, 18–30. New York, NY : Routledge, 2021. | Series: Routledge innovations in political theory; vol 91: Routledge, 2021. http://dx.doi.org/10.4324/9781003110125-2.

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Hak, Gordon. "Ideological Struggle, Movement Politics, and Activists." In Liberal Progressivism, 141–58. New York, NY : Routledge, 2021. | Series: Routledge innovations in political theory; vol 91: Routledge, 2021. http://dx.doi.org/10.4324/9781003110125-10.

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Hak, Gordon. "Identity, Inclusion, Diversity, Immigration, and Fundamentalism." In Liberal Progressivism, 106–18. New York, NY : Routledge, 2021. | Series: Routledge innovations in political theory; vol 91: Routledge, 2021. http://dx.doi.org/10.4324/9781003110125-8.

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Hak, Gordon. "Engaging With Radicals and Radicalism." In Liberal Progressivism, 68–82. New York, NY : Routledge, 2021. | Series: Routledge innovations in political theory; vol 91: Routledge, 2021. http://dx.doi.org/10.4324/9781003110125-5.

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Conference papers on the topic "Progressivisme"

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Karna, Rakshha Kumari, and Sun Wen Jun. "Techno-progressivism: E-destination and Super-Connectedness Divulge from Travel Marketers." In 2020 6th International Conference on Information Management (ICIM). IEEE, 2020. http://dx.doi.org/10.1109/icim49319.2020.244663.

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Olgun-Baytas, Muge. "Well-Intentioned Progressivism and the Role of Educational Inequity: Creating Citizens in Official and Unofficial Curriculum." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1691854.

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Elinbaum, Pablo. "Los sistemas de planeamiento como emprendimientos sociales: tres enfoques para la investigación empírica y la reflexión desde la práctica." In Seminario Internacional de Investigación en Urbanismo. Barcelona: Facultad de Arquitectura. Universidad de la República, 2015. http://dx.doi.org/10.5821/siiu.6201.

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El objetivo de esta comunicación es realizar un recorrido crítico por la literatura mayoritariamente anglosajona que en los últimos años se ha centrado en la idea de “construcción social del planeamiento”. Se pretende desarrollar un marco conceptual que vaya más allá del simple dualismo entre “instrumentos” y “contexto social” e identificar las variables analíticas claves para evaluar el contenido socio-político del planeamiento. El artículo se centra en tres enfoques complementarios –la aproximación institucionalista, la teoría comunicativa y el enfoque estratégico-relacional– que enfatizan las posibles consecuencias para la investigación empírica y la práctica del planeamiento. Más allá de los enfoques tecnocráticos y pretendidamente neutrales, argumentamos que los intentos para transformar o para introducir aspectos innovadores en los sistemas de planeamiento no provienen solo de los cuerpos técnicos, sino de actores con diferentes valores, organizados en grupos de poder que desafían, compiten, reforman o invalidan los marcos institucionales dominantes. This article conducts a critical review of the recent Anglo-Saxon-based literature focused on the idea of "social construction of planning". The aim is to develop a conceptual framework that goes beyond simplistic dualism between "instruments" and "social context" and to identify key analytical variables to assess the socio-political content of planning. The paper focuses on three complementary approaches –the institutionalist perspective, the communicative theory and the strategic-relational approach– that emphasize the possible consequences for empirical research and planning practice. Beyond progressivism and the supposedly neutral and technocratic approaches, we argue that attempts to transform or to introduce innovative aspects in the planning systems come not only from technical bodies but from actors with different values, organized into influential social groups that challenge, compete, reform or invalidate dominant institutional frameworks.
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Reports on the topic "Progressivisme"

1

Hegwood, Robert. Erasing the Space Between Japanese and American: Progressivism, Nationalism, and Japanese American Resettlement in Portland, Oregon, 1945-1948. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.151.

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2

Massart, Mordechai. A Rabbi in the Progressive Era: Rabbi Stephen S. Wise, Ph.D. and the Rise of Social Jewish Progressivism in Portland, Or, 1900-1906. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.729.

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