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Journal articles on the topic 'Progressivisme'

Author: Grafiati

Published: 4 June 2021

Last updated: 31 January 2023

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Middlekauff, Robert, and Edward Countryman. "Muted Progressivism." Reviews in American History 15, no. 1 (March 1987): 14. http://dx.doi.org/10.2307/2702212.

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12

STEIGERWALD, DAVID. "Progressivism Redux." Diplomatic History 29, no. 1 (January 2005): 189–92. http://dx.doi.org/10.1111/j.1467-7709.2005.00465.x.

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13

Hamilton, David. "PROGRESSIVISM RECONSIDERED." History Workshop Journal 20, no. 1 (1985): 195–98. http://dx.doi.org/10.1093/hwj/20.1.195.

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14

McPherson, Alan. "Progressivism Reclaimed." NACLA Report on the Americas 52, no. 1 (January 2, 2020): 26–32. http://dx.doi.org/10.1080/10714839.2020.1733220.

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15

McClellan, B. Edward. "Progressivism Reconsidered." Educational Theory 24, no. 3 (April 2, 2007): 307–12. http://dx.doi.org/10.1111/j.1741-5446.1974.tb00648.x.

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16

Rahma, An Nisa, Hafidhotur Rohmah, and M. Yunus Abu Bakar. "Implementasi Aliran Progresivisme dalam Pembelajaran Menurut Filsafat Pendidikan dan Perkembangan Kurikulum di Indonesia." An-Nidzam : Jurnal Manajemen Pendidikan dan Studi Islam 9, no. 2 (December 15, 2022): 219–42. http://dx.doi.org/10.33507/an-nidzam.v9i2.1001.

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The Implementation of Progressivism in learning according to the philosophy of Education and curriculum development in Indonesia aims to make readers understand the implementation of Progressivism and examples of its curriculum which are explained in detail in the Education curriculum in Indonesia. The method used in this article is a qualitative method using a library research approach. In this stage, the researcher tries to select data (books) that are related to the flow of progressivism and its characters. The results of this study indicate that the flow of progressivism is a school of educational philosophy that supports the changes and progress of education in accordance with the changing times. This flow was influenced by William James, John Dewey, and Hans Vaihinger. The goal of the flow of progressivism is to produce students who can think practically, and can solve problems effectively in an increasingly developing and advanced environment by using their experiences. Educators only act as motivators, give directions or mentors of students. Progressivism flow uses non-authoritarian learning and indoctrination. The curriculum used is flexible, free, open and does not indoctrinate students. Indonesia is one of the countries that is developing its curriculum so that it is not left behind and can compete with international education.

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Rahma, An Nisa, Hafidhotur Rohmah, and M. Yunus Abu Bakar. "Implementasi Aliran Progresivisme dalam Pembelajaran Menurut Filsafat Pendidikan dan Perkembangan Kurikulum di Indonesia." An-Nidzam : Jurnal Manajemen Pendidikan dan Studi Islam 9, no. 2 (December 14, 2022): 219–42. http://dx.doi.org/10.33507/an-nidzam.v9i2.1000.

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The Implementation of Progressivism in learning according to the philosophy of Education and curriculum development in Indonesia aims to make readers understand the implementation of Progressivism and examples of its curriculum which are explained in detail in the Education curriculum in Indonesia. The method used in this article is a qualitative method using a library research approach. In this stage, the researcher tries to select data (books) that are related to the flow of progressivism and its characters. The results of this study indicate that the flow of progressivism is a school of educational philosophy that supports the changes and progress of education in accordance with the changing times. This flow was influenced by William James, John Dewey, and Hans Vaihinger. The goal of the flow of progressivism is to produce students who can think practically, and can solve problems effectively in an increasingly developing and advanced environment by using their experiences. Educators only act as motivators, give directions or mentors of students. Progressivism flow uses non-authoritarian learning and indoctrination. The curriculum used is flexible, free, open and does not indoctrinate students. Indonesia is one of the countries that is developing its curriculum so that it is not left behind and can compete with international education.

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18

Melvin-Koushki, Matthew. "Taḥqīq vs. Taqlīd in the Renaissances of Western Early Modernity." Philological Encounters 3, no. 1-2 (April 23, 2018): 193–249. http://dx.doi.org/10.1163/24519197-12340041.

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Abstract This essay reviews a major new study of European Renaissance Arabist-humanist philology as it was actually practiced, humanist neoclassicizing anti-Arabism notwithstanding. While definitive and philologically magisterial, that study nevertheless falls prey structurally and conceptually to the very eurocentrism whose ideological-textual genesis it chronicles. Situating it within the comparative global early modern philologies framework that has now been proposed in the volume World Philology and the present journal is a necessary remedy—but only a partial one; for that framework too still obscures the multiplicity of specifically genetically Western early modernities, thus hobbling comparative history of philology. I therefore propose a new framework appropriate to the study of Greco-Arabo-Persian and Greco-Arabo-Latin as the two parallel and equally powerful philosophical-philological trajectories that together defined early modern Western—i.e., Hellenic-Abrahamic, Islamo-Judeo-Christian, west of South India—intellectual history: taḥqīq vs. taqlīd, progressivism vs. declinism. But a broadened and more balanced analytical framework alone cannot save philology, much less Western civilization, from the throes of its current existential crisis: for we philologists of the Euro-American academy are fevered too by the cosmological ill that is reflexive scientistic materialism. As antidote, I prescribe a progressivist, postmodern return to early modern Western deconstructive-reconstructive cosmic philology as prerequisite for the discipline’s survival, and perhaps even triumph, in the teeth of totalitarian colonialist-capitalist modernity.

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19

Rachmawati, Intan. "Relationship between Views of Progressivism and Curriculum 2013 on Mathematics Learning." Journal of Mathematics and Mathematics Education 9, no. 2 (December 23, 2019): 1. http://dx.doi.org/10.20961/jmme.v9i2.48392.

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<span lang="EN-US">Progressivism is one of the streams that can contribute and require problem solving in mathematics learning. Progressivism supports changes for the better that prioritize students and develop various student abilities in the implementation of learning. Educational programs that prioritize students in the progressivism view of the curriculum. The 2013 curriculum is a learning system renewal that is expected to further develop the potential of students. The 2013 curriculum requires students who are passive to be active in order to solve problems in learning mathematics. The implementation of the 2013 curriculum changes previous learning activities towards a learning system more advanced so that students' ability to solve math problems can develop. This article aims to determine the relationship between progressivism views and the 2013 curriculum on mathematics learning. This article uses a literature study method. This data is obtained from some of the research results contained in books, journals, and proceedings that are related to the title of the article. The results show that the viewpoint of progressivism is interrelated with the 2013 curriculum in mathematics learning. Progressivism can make a major contribution to the development and progress in the implementation of the 2013 curriculum, it can be seen from the relationship between the two wanting a change in the learning process so that it focuses more on students. </span>

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20

Parrish, Michael E., and Philippa Strum. "Brandeis: Beyond Progressivism." American Historical Review 99, no. 5 (December 1994): 1766. http://dx.doi.org/10.2307/2168553.

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McCraw, Thomas K., and Philippa Strum. "Brandeis: Beyond Progressivism." Journal of American History 81, no. 3 (December 1994): 1350. http://dx.doi.org/10.2307/2081569.

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22

Ealy, Lenore T., and Steven D. Ealy. "Progressivism and Philanthropy." Good Society 15, no. 1 (January 1, 2006): 35–42. http://dx.doi.org/10.2307/20711237.

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23

Ealy, Lenore T., and Steven D. Ealy. "Progressivism and Philanthropy." Good Society 15, no. 1 (January 1, 2006): 35–42. http://dx.doi.org/10.5325/goodsociety.15.1.0035.

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24

Diggins, John Patrick. "Republicanism and Progressivism." American Quarterly 37, no. 4 (1985): 572. http://dx.doi.org/10.2307/2712582.

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Johnson, Robert David, William Deverell, and Tom Sitton. "California Progressivism Revisited." Western Historical Quarterly 26, no. 3 (1995): 402. http://dx.doi.org/10.2307/970690.

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Dreier, Peter, and Dick Flacks. "Patriotism and Progressivism." Peace Review 15, no. 4 (December 2003): 397–404. http://dx.doi.org/10.1080/1040265032000156816.

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Shapiro, Stanley. "Brandeis: Beyond Progressivism." History: Reviews of New Books 23, no. 2 (January 1995): 57. http://dx.doi.org/10.1080/03612759.1995.9950967.

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Ealy, Lenore T., and Steven D. Ealy. "Progressivism and Philanthropy." Good Society 15, no. 1 (2006): 35–42. http://dx.doi.org/10.1353/gso.2007.0001.

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29

Dabscheck, Braham. "A critique of Marilyn Lake’s Progressive New World." Economic and Labour Relations Review 30, no. 3 (May 20, 2019): 441–51. http://dx.doi.org/10.1177/1035304619850372.

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This review article provides a critique of Marilyn Lake’s Progressive New World, a monograph that postulates that Australian/Australasian transpacific exchange shaped the development of American progressivism. The review outlines the major contours of her claim, notes her ambivalence concerning her overall position, and critiques her decision to not explain/examine differences in the political culture of the United States of America and Australia. The review seeks to overcome this problem by examining key differences in the cultural history of both societies and draws on the insights of Alexis de Tocqueville’s Democracy and America. The review (a) develops a model which provides a means to understand how one society can impact another; (b) contrasts the origins of progressivism in the United States of America and Australia; (c) examines the work of the Australian scholar Michael Roe, who postulated that American progressivism was the independent factor impacting Australian developments; (d) distinguishes between two types of progressivism – racist conceit, pure and simple, and broader social reforms, which may or may not entrench racist conceit; and (e) examines various dimensions of progressivism which Marilyn Lake has used in developing her claim. JEL codes: B10, B22

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30

Monika Agnes H. K and Laila Fitriana. "Learning Through A Scientific Approach From The Philosophy Of Progressivism." Ordinal: Innovation in Research, Development, and Learning on Mathematics Education Journal 1, no. 1 (July 25, 2021): 36–39. http://dx.doi.org/10.55172/ordinal.v1i1.10.

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The purpose of this article is to describe the learning of mathematics through a scientific approach reviewed from the philosophical school of progressivism. Reference data comes from research results including books and journal articles that are relevant to the topic. The results showed that the school of progressivism is a school in the philosophy of education that requires a change in the positive direction in education. The scientific approach includes five steps: (1) observing, (2) questioning, (3) collecting, (4) associating and (5) communicating. The conclusion of this article is that the scientific approach is in line with the philosophy of progressivism because it requires learning centered on learners.

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31

Kobayashi, Hisataka. "Authoritarianism, Conservatism, and Progressivism." Japanese Sociological Review 39, no. 4 (1989): 392–405. http://dx.doi.org/10.4057/jsr.39.392.

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32

Fyodorova, Maria. "Political Practices of Progressivism." ISTORIYA 12, no. 10 (108) (2021): 0. http://dx.doi.org/10.18254/s207987840017711-1.

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The main subject of the article is progress as a concept and as a political practice. Starting from the idea of a close relationship between the historical and political sections of the social consciousness of the era, the author shows how the emergence and evolution of the concept of progress in the modern era influenced the formation of political practices in the era of modernity through the creation of political projects within the framework of various ideologies. It is shown that changes in the perception of historical time in the second half of the twentieth century led to a significant transformation in the understanding of progress and its transformation from one of the central categories into “myth”, “utopia”, etc. and, accordingly, to the modification of political practices. Today's progressivism is a very complex interweaving of political concepts and practices that are gradually losing their historical optimism and are turned rather not to creating a utopian project for a bright future, but to developing specific programs to minimize the risks of modern civilization.

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Canuel, Mark. "Coleridge and Lyric Progressivism." Wordsworth Circle 47, no. 1 (January 2016): 23–27. http://dx.doi.org/10.1086/twc47010023.

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34

Burnstein, Daniel Eli. "Progressivism and Urban Crisis." Journal of Urban History 16, no. 4 (August 1990): 386–423. http://dx.doi.org/10.1177/009614429001600404.

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35

Dudley, Larkin Sims. "Enduring narratives from progressivism." International Journal of Organization Theory & Behavior 7, no. 3 (March 2004): 315–40. http://dx.doi.org/10.1108/ijotb-07-03-2004-b002.

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36

Campbell, Ballard. "Economic Causes of Progressivism." Journal of the Gilded Age and Progressive Era 4, no. 1 (January 2005): 7–22. http://dx.doi.org/10.1017/s1537781400003637.

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DiMaggio, Paul. "Progressivism and the arts." Society 25, no. 5 (July 1988): 70–75. http://dx.doi.org/10.1007/bf02695745.

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38

Gordon, Colin. "Still Searching for Progressivism." Reviews in American History 23, no. 4 (1995): 669–74. http://dx.doi.org/10.1353/rah.1997.0103.

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Zelinsky, Edward A., David Rusk, Neal R. Peirce, Curtis W. Johnson, John Stuart Hall, David L. Kirp, John P. Dwyer, and Larry A. Rosenthal. "Metropolitanism, Progressivism, and Race." Columbia Law Review 98, no. 3 (April 1998): 665. http://dx.doi.org/10.2307/1123426.

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McClellan, James E. "Can Progressivism Be Revived?" Educational Theory 37, no. 2 (March 1987): 121–34. http://dx.doi.org/10.1111/j.1741-5446.1987.00121.x.

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Øland, Trine. "Progressivismens barnecentrering, hvide børn og ikke-hvide voksne." Tidsskrift for Professionsstudier 17, no. 32 (February 23, 2021): 20–27. http://dx.doi.org/10.7146/tfp.v17i32.125153.

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This essay expose and discuss Thomas D. Fallace’s explorations of the intellectual history of early US progressive education in order for Danish welfare professions to think about what referencing progressivism and Dewey may be associated with. Despite of pluralistic openings, it is depicted how the assumption that all human beings and all societies go through a development from savagery to civilization, and that non-white groups are stuck in early stages of that development, still haunts progressivism. The ethnocentric and racial assumptions were at first operative in the quest to optimize schooling for non-white pupils, e.g., in the colonies. Later on, progressivism concentrates on white middle class pupils in the private sector of schooling, although non-whites appear as a target group later in history.

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Lefstein, Adam. "Thinking Power and Pedagogy Apart— Coping with Discipline in Progressivist School Reform." Teachers College Record: The Voice of Scholarship in Education 104, no. 8 (December 2002): 1627–55. http://dx.doi.org/10.1177/016146810210400806.

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This article suggests that failure of progressivist school reforms is due in part to inadequate treatment of the relationship between pedagogy and classroom control. Traditional teaching techniques and disciplinary technologies coincided. Progressivist teaching methods undermined traditional disciplinary structures, without proposing an alternative classroom supervision theory. This study examines the way schools in a current, Israeli progressivist school reform initiative cope with classroom control, both conceptually and practically. Teachers’ thinking and discourse is partitioned, such that teaching and control issues are kept distinct. Numerous school structures and other practices reinforce this partition. A number of questions are posed for the creation of a progressivist theory of classroom control.

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Sopacua, Jems, and Muhammad Rijal Fadli. "Konsep Pendidikan Merdeka Belajar Perspektif Filsafat Progresivisme (The Emancipated Learning Concept of Education in Progressivism Philosophy Perspective)." Potret Pemikiran 26, no. 1 (July 1, 2022): 1. http://dx.doi.org/10.30984/pp.v26i1.1413.

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This article aims to examine the concept of freedom of learning from the point of view of the progressivism philosophy of education. The method used is literature study with a hermeneutic approach to explaining the reality that occurs with elements of interpretation and description. The concept of freedom of learning education is under the modern progressivism educational philosophy and wants a fundamental change in the implementation of education to be better, better quality, and provide real benefits to students. Progressivism has emphasized the importance of the fundamentals of independence and freedom to students, by giving them the freedom to develop the competencies, interests, and talents they already have, without the obstacles of formal regulations which sometimes shackle their creativity and thinking power to be better. The concept of freedom of learning education in Indonesia which has become a new policy is considered to be able to change the existing education system. The harmony of independent learning with the philosophy of progressivism provides a new perspective on the orientation of education in Indonesia, in practice, it presents a natural learning space and allows children to grow and develop according to their interests and talents so that the goal of forming individuals with character can be realized.

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Milutinovic, Jovana. "Educational progressivism: Theory and practice." Zbornik Instituta za pedagoska istrazivanja 41, no. 2 (2009): 264–83. http://dx.doi.org/10.2298/zipi0902264m.

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The theory and main characteristics of progressivism are studied in the paper. The starting point for research of progressive education is the analysis of its philosophical, psychological and ideological foundations. Numerous aspects of progressivism are discussed in that context: goals of education and learning, role of school, nature of knowledge and the choice of educational contents, viewpoints on instruction and learning, as well as the position of teachers and students in educational process. In this, the intention is not to analyze only the theory of progressivism, but also to point out its practical aspects by describing the work of schools which have largely accepted the progressive ideas from the first half of the twentieth century with the intention of their further development. In that sense, this paper is also an attempt of studying the application of progressive ideas in practice in contemporary education. It is concluded that, notwithstanding the amount of criticism coming from other schools of thought, progressivism in education was and has remained an important reformation movement. Open schools, schools without grades, cooperative learning, multi-generation grouping in classrooms, experiential learning and numerous programs of alternative schools are the examples of infiltration of progressive ideas in contemporary educational practice.

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Nichols, Shaun S. "Harmonious Insurrections." Labor 17, no. 2 (May 1, 2020): 47–72. http://dx.doi.org/10.1215/15476715-8114745.

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Exceptionalism has long defined our understanding of the rise of progressive politics in the early twentieth-century United States. While industrialized European nations blazed the path of social democracy, in the United States, it is argued, “progressivism” merely legitimized middle-class cultural hegemony, social engineering, and the subversion of working-class power. In this era, however, social reform was a distinctly state-led phenomenon, only rarely taken up by the federal Congress. As such, by analyzing labor protest at the level of the state—in this case, Washington—a different interpretation emerges. American “progressivism” was neither exceptionally repressive nor of little interest to labor. In fact, espousing a language of progress, the common good, and the duty of the state to promote “social harmony,” Washington workers actively drew on “progressive” ideas in their struggles to tame the excesses of industrial capitalism. This ideology of “labor progressivism” became the foundation for unprecedented working-class power.

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Eisenach, Eldon. "Bookends: Seven Stories Excised from the Lost Promise of Progressivism." Studies in American Political Development 10, no. 1 (1996): 168–83. http://dx.doi.org/10.1017/s0898588x00001450.

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[Author's note: Excising large chunks from book manuscripts is a common practice and rarely a loss to scholarly literature. Originally appended to various parts of my book manuscript on the intellectual origins of American Progressivism were seven stories to which I had become quite attached. I was surprised, therefore, when early readers suggested that I drop them because they interrupted the narrative flow of the text. I resisted this advice until their judgment was seconded by later readers and editors. Cut them I did. But to cut is not necessarily to run. They are offered separately here because they capture some of the main themes of The Lost Promise of Progressivism and indirectly call into question some major interpretive frameworks of American Progressivism, both as a system of ideas and as a defining moment in American political culture. They were to me something like minor Epiphanies, suddenly shifting my gaze and clarifying my views.]

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Stettner, Edward A., and Eldon J. Eisenach. "The Lost Promise of Progressivism." Journal of American History 82, no. 2 (September 1995): 787. http://dx.doi.org/10.2307/2082333.

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Marshall, Jessica, and Eldon J. Eisenach. "The Lost Promise of Progressivism." Journal of Interdisciplinary History 27, no. 1 (1996): 160. http://dx.doi.org/10.2307/206518.

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Bensel, Richard, and Eldon J. Eisenach. "The Lost Promise of Progressivism." American Historical Review 100, no. 5 (December 1995): 1703. http://dx.doi.org/10.2307/2170122.

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Buenker, John D., Sidney M. Milkis, and Jerome M. Mileur. "Progressivism and the New Democracy." Journal of American History 87, no. 4 (March 2001): 1523. http://dx.doi.org/10.2307/2674825.

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