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Journal articles on the topic 'Progressivist education'

Author: Grafiati

Published: 4 June 2021

Last updated: 8 February 2022

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1

Christou, Theodore Michael. "“We Find Ourselves Preoccupied with the World of the Present”: Humanist Resistance to Progressive Education in Ontario." History of Education Quarterly 55, no. 3 (August 2015): 294–318. http://dx.doi.org/10.1111/hoeq.12123.

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The work here explores the voices of Ontario's humanist educators, who advocated for the preservation of a curriculum theory rooted in faculty psychology, mental discipline, and the classics in the face of progressivist revisions to the province's public school organization. A great deal of scholastic sweat has been poured over the subject of progressive education, its meanings, and its purposes. Much less has been said about the critics of progressivist reform, who are referred to here as humanists; this term follows from the work of Herbert Kliebard, who characterized humanists as one of four competing interests in an epic struggle over the curriculum in the United States. Theodore Christou dubbed humanists “foils” to the progressivist reformers who succeeded in overturning Ontario'sProgrammes of Studyfor the public schools. Kliebard defined this group as:the guardians of an ancient tradition tied to the power of reason and the finest elements of the Western cultural heritage… to them fell the task of reinterpreting, and thereby preserving as best as they could, their revered traditions and values in the face of rapid social change and a burgeoning school system.

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2

Svingby, Gunilla. "Conservative and liberal challenges to progressivist curricula in Scandinavia." Curriculum Journal 6, no. 2 (June 1995): 211–23. http://dx.doi.org/10.1080/0958517950060205.

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3

Christou, Theodore Michael. "Character Education as a Theme of Progressivist Schooling in Interwar Ontario." Childhood Education 89, no. 6 (November 2013): 356–61. http://dx.doi.org/10.1080/00094056.2013.851587.

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4

Lefstein, Adam. "Thinking Power and Pedagogy Apart-Coping With Discipline in Progressivist School Reform." Teachers College Record 104, no. 8 (December 2002): 1627–55. http://dx.doi.org/10.1111/1467-9620.00215.

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5

Chouliaraki, Lilie. "Regulative Practices in a 'Progressivist' Classroom: 'Good Habits' as a 'Disciplinary Technology'." Language and Education 10, no. 2-3 (September 1996): 103–18. http://dx.doi.org/10.1080/09500789608666703.

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6

Hyslop-Margison, Emery J., and Kieran Egan. "Getting It Wrong from the Beginning: Our Progressivist Inheritance from Herbert Spencer, John Dewey, and Jean Piaget." Canadian Journal of Education / Revue canadienne de l'éducation 26, no. 4 (2001): 515. http://dx.doi.org/10.2307/1602181.

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Conroy, James C. "Book review: Getting It Wrong from the Beginning: Our Progressivist Inheritance from Herbert Spencer, John Dewey and Jean Piaget." Theory and Research in Education 3, no. 3 (November 2005): 371–74. http://dx.doi.org/10.1177/1477878505057439.

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8

Şahin, Fatih. "Relationship between teachers' philosophical beliefs about education and their perceptions of school climate." Pegem Eğitim ve Öğretim Dergisi 10, no. 3 (July 14, 2020): 635–54. http://dx.doi.org/10.14527/pegegog.2020.021.

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This study investigated the relationship between teachers' educational beliefs and their perceptions about school climate. The study was designed as a correlational survey model. The sample included 357 teachers working in the central districts of Van province in 2019-2020 academic year. "Educational Beliefs Scale" and "School Climate Scale" were used as data collection tools. Correlational and regression analyses were carried out to explore the relationships among the study variables. According to the results, teachers' beliefs about contemporary philosophical approaches were strong. In terms of teachers' perceptions of school climate, all scores were close to each other, but higher scores were found in directive and supportive school climates. Results concerning the relationship between education beliefs and school climate showed that teachers having progressivist and existentialist education beliefs saw their schools as more supportive and directive while teachers having a reconstructionist educational philosophy perceived their schools as more directive and restrictive. Teachers adopting a perennialist educational belief interestingly described their schools as more supportive, directive and intimate. As expected, teachers who follow essentialist beliefs in education regarded their schools as more restrictive in terms of climate. The results of the study indicated that teachers' philosophical beliefs about education were, although at a low level, a significant predictor of their perception of school climate.

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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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10

Law, Randall D. "Progressive Educators and the Professionalization of Educational Research in the USSR, 1917-1927." Canadian–American Slavic Studies 47, no. 2 (2013): 200–220. http://dx.doi.org/10.1163/22102396-04702004.

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This article examines the efforts made by Soviet progressive educators to accommodate themselves to the new Soviet government and the consequences thereof. Russia’s pre-revolutionary progressive education community sought to indirectly transform state and society by encouraging the creation of “schools of citizenship” that would educate all – regardless of class, creed, and gender – for lives of “harmonious development” and active engagement. Bolshevik victory in 1917 presented progressive educators with an ironic dilemma: the party that most progressives rejected as coarse, violent, and undemocratic embraced their ideas with a passion and energy unseen from every previous government. Could progressive educators work for such a benefactor? They could and they did, in great numbers. But to distance themselves from a ruling party they disdained, progressives wrapped themselves in the language of professionalism and retreated into self-contained institutes, governmental bureaucracies, and experimental schools. These developments warped the content of Russian progressive education, distanced progressives from the schools they sought to transform, and hastened the demise of educational progressivism in the Soviet Union. This article makes extensive use of archival documents, published primary sources, and both Russian and English-language secondary sources.

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11

Howlett, John. "Henry Caldwell Cook, creativity and democratic learning." History of Education Review 48, no. 2 (September 26, 2019): 227–41. http://dx.doi.org/10.1108/her-07-2018-0016.

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Purpose The purpose of this paper is to re-examine the life and work of a forgotten progressive educator – (Henry) Caldwell Cook who was an English and drama teacher at the Perse School in Cambridge, UK. By looking at his key work The Play Way (1917) as well as the small number of his other writings it further seeks to explain the distinctiveness of his thinking in comparison to his contemporaries with a particular focus upon educational democracy. Design/methodology/approach The work was constructed primarily through a reading of Cook’s published output but also archival study, specifically by examining the archives held within the Perse School itself. These consisted of rare copies of Cook’s written works – unused by previous scholars – and materials relating to Cook’s work in the school such as his theatre designs and a full collection of contemporary newspaper reviews. Findings The paper contends that Cook’s understanding of democracy and democratic education was different to that of other early twentieth century progressives such as Edmond Holmes and Harriet Finlay-Johnson. By so doing it links him to the ideas of progressivism emergent in America from John Dewey et al. who were more concerned with democratic ways of thinking. It therefore not only serves to resurrect Cook as a figure of importance but also offers new insights into early twentieth century progressivism. Originality/value The value of the paper is that it expands what little previous writing there has been on Cook as well as using unused materials. It also seeks to use a biographical approach to start to better delineate progressive educators of the past thereby moving away from seeing them as a homogenous grouping.

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12

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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13

Reese, William J. "The Origins of Progressive Education." History of Education Quarterly 41, no. 1 (2001): 1–24. http://dx.doi.org/10.1111/j.1748-5959.2001.tb00072.x.

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By the dawn of the twentieth century, a new way of thinking about the nature of the child, classroom methods, and the purposes of the school increasingly dominated educational discourse. Something loosely called progressive education, especially its more child-centered aspects, became part of a larger revolt against the formalism of the schools and an assault on tradition. Our finest scholars, such as Lawrence A. Cremin, in his magisterial study of progressivism forty years ago, have tried to explain the origins and meaning of this movement. One should be humbled by their achievements and by the magnitude of the subject. Variously defined, progressivism continues to find its champions and critics, the latter occasionally blaming it for low economic productivity, immorality among the young, and the decline of academic standards. In the popular press, John Dewey's name is often invoked as the evil genius behind the movement, even though he criticized sugar-coated education and letting children do as they please. While scholars doubt whether any unified, coherent movement called progressivism ever existed, its offspring, progressive education, apparently did exist, wreaking havoc on the schools.

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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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15

Capitanescu, Andreea. "BEATTIE (Nicholas). – The Freinet Movements of France, Italy, and Germany 1920-2000. Versions of Educational Progressivism." Histoire de l'éducation, no. 101 (January 1, 2004): 121–24. http://dx.doi.org/10.4000/histoire-education.776.

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16

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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17

Thomas, Matthew. "Environmental Progressivism: A Framework for a Sustainable Higher Education." Australian Journal of Environmental Education 15 (1999): 103–9. http://dx.doi.org/10.1017/s0814062600002664.

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AbstractThe underlying ideologies which support higher education have received only limited attention in relation to our desired goals of social and ecological sustainability. This paper examines the current ideologies which drive higher education, and proposes a different ideological framework which can be used to support a sustainable higher education. Firstly, a criticism of the current convergence of utilitarian and neo-liberal ideologies is presented from the perspective of sustainability. Secondly, building upon the educational theory of John Dewey, an alternative perspective termed “environmental progressivism” is outlined as a possible ideological framework for a sustainable higher education. The paper concludes with some preliminary remarks as to the practical implications of environmental progressivism.

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18

Rahmatullah, Muhammad. "PENDIDIKAN KEPESANTRENAN DALAM PERSPEKTIF PROGRESIVISME JOHN DEWEY." Didaktika Religia 3, no. 2 (July 24, 2015): 71–94. http://dx.doi.org/10.30762/didaktika.v3i2.163.

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This paper discusses Islamic boarding schools from educational progressivism.Islamic boarding school is one typical and traditional education in Indonesia.This kind of education is considered no longer relevant in the modern world.Islamic boarding schools are freer and more open compared to formal education.Therefore, this kind of education tends to be more progressivism as proposedby John Dewey. Dewey requires that education must involve students directlywith investigation and experimentation. The material is taught to be somethingpractical in life. In addition, the school must be democratic so that it reflects thesocial system represented the school. From the writer’s observation, it was foundthat the preconditions of Islamic boarding schools meet progresissvisme.Kata Kunci: Education, Islamic boarding schools, Progressivism, John Dewey.

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19

Stern, Barbara Slater. "Democratic Schools, Progressivism, and Choice." Educational Forum 60, no. 4 (December 31, 1996): 372–74. http://dx.doi.org/10.1080/00131729609335166.

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20

Saihu, Made Made, and Abdul Aziz. "Implementasi Metode Pendidikan Pluralisme Dalam Mata Pelajaran Pendidikan Agama Islam." Belajea; Jurnal Pendidikan Islam 5, no. 1 (May 22, 2020): 131. http://dx.doi.org/10.29240/belajea.v5i1.1037.

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This paper discusses the implementation of the method of educational pluralism in the learning of Islamic education at SMPN 4 Negara and SMAN 1 Negara in Jembrana-Bali. The paper focuses on exploring the learning methods used in the learning of Islamic religious education subjects in creating an interaction and integration between students who are Hindu and Muslim so that it leads to peaceful practices in the educational environment. Sources of data obtained through unstructured observation and interviews during November 2018 to March 2019. Writing using the theory of peace education proposed by John Dewey (1859-1952). Writing shows that the learning process of Islamic religious education with the method of pluralism can shape the character of students , both Hindus and Muslims are humanist, tolerant and inclusive. This paper also shows that to shape the character and character of students in Jembrana and to foster an understanding of diversity, is through the methods of contribution, enrichment, and decision-making and social action proposed by Allison Cumming-McCann. Thus the interaction of Hindu and Muslim students in Jembrana leads to the process of association, integration, complementation and sublimation. Ahmad Nurcholis. Merajut Damai Dalam Kebhinekaan. Jakarta: PT. Elex Media Komputindo, 2017.Aminuddin. Pengembangan Penelitian Kualitatif Dalam Bidang Bahasa Dan Sastra. Malang: Hiski, 1990.Azra, Azyumardi. “Agama Untuk Perdamaian Dunia.” Republika. 2014.———. “Pluralisme Agama Dan Multikulturalisme: Usaha Mencari Perekat Sosial.” In Reinvensi Islam Multikultural, 118. Surakarta: PSB-PS UMS, 2005.Bailey, Kennet D. Methods of Social Research. New York: A Division of Macmillan Publishing Co. Inc, 1982.Ballantine, Jeanne H. The Sociology of Education: A Systematic Analysis. Englewood Cliffs NJ: Prentice Hall, 1993.Banks, Olive. The Sociology of Education. New York: Shocken Books, 1976.Chaer, Moh. Toriqul. “Islam Dan Pendidikan Cinta Damai.” ISTAWA 2, no. 1 (2016): 73–94.Egan, Keiran. Getting It Wrong from the Beginning Our Progressivist Inheritance from Herbert Spancer, John Dewey, and Jean Peaget. Binghamtom: Vail Ballou, 2002.Gade, Syabuddin. “Perbandingan Konsep Dasar Pendidikan Antara Dewey Dan Asy-Syaibani.” Jurnal Ilmiah Didaktika 7, no. 11 (2011): 86.Knopp, Robert Bogdan Biklen and Sari. Qualitative Research for Education: An Introduction to Theory and Methods. Boston: Allyn and Bacon, 1998.Machali, Imam. “Peace Education Dan Deradikalisasi Agama.” Jurnal Pendidikan Islam 2, no. 1 (2013): 41–64. https://doi.org/10.14421/jpi.2013.21.41-64.Madjid, Nur Kholis. “Civil Society and the Investment of Democracy: Challenges and Possibilities",.” Republika, 1999.Merriam, Sharan B. Qualitative Research: A Guide to Design and Implementation. USA: The Jossey-Bass, 2009.Muhammad Allazam. “Learning from Dewey and Vygotsky Perspective.” International Journal of Scientific & Engineering Research 6, no. 7 (2015): 156–68.Mulyana, Deddy. Metodologi Penelitian Kualitatif: Paradigma Baru Ilmu Komunikasi Dan Ilmu Sosial Lainnya. Bandung: Remaja Rosdakarya, 2002.Robertson, Ian. Sociology. New York: Worth Publisher, 1977.Robinson, Philip. Beberapa Perspektif Sosiologi Pendidikan. Edited by Hasan Basri. Jakarta: Radjawali, 1986.Rosyada, Dede. Madrasah Dan Profesionalisme Guru Dalam Arus Dinamika Pendidikan Islam Di Era Otonomi Daerah. Jakarta: Kencana, 2017.Sadir, Darwis. “Piagam Madinah (Al-Qanun).” Jurnal Pemikiran Dan Pembaharuan Hukum Islam 5, no. 1 (2013): 250–57.Suseno, Franz Magnis. Etika Dasar: Masalah-Masalah Pokok Filsafat Moral. Yogyakarta: Kanisuius, 1993.Syam, Mohammad Noor. Filsafat Pendidikan Dan Dasar Filsafat Pendidikan Pancasila. Surabaya: Usaha Nasional, 1984. Wawancara dengan Drs. Putu Prapta Arya, M.Pd, tanggal 11 November 2018 Wawancara dengan Hj. Atikah, tanggal 11 November 2018Wawancara dengan I Made Mardika, S.Ag, tanggal 11 November 2018.Wawancara dengan Hj. Atikah, tanggal 11 Nopember 2018.Wawancara dengan Hj. Sri Mahayatin, S.Pd,I, tanggal 13 Nopember 2018.Wawancara dengan Hj. Sri Mahatin, S.Pd.I, tanggal 20 Februari 2019.Wawancara dengan Muhammad Fatih, tanggal 20 Maret 2019.Wawancara dengan Hj, Sri Mahayati, tanggal 20 Februari 2019.

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21

Morrison, Keith. "Bringing Progressivism into a Critical Theory of Education." British Journal of Sociology of Education 10, no. 1 (March 1989): 3–18. http://dx.doi.org/10.1080/0142569890100101.

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22

Silcock, Peter. "Towards a New Progressivism in Primary School Education." Educational Studies 19, no. 1 (January 1993): 107–21. http://dx.doi.org/10.1080/0305569930190107.

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23

Silcock, Peter. "Three Principles For A New Progressivism." Oxford Review of Education 22, no. 2 (June 1996): 199–216. http://dx.doi.org/10.1080/0305498960220207.

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24

Westbrook, Robert B., and Andrew Feffer. "The Chicago Pragmatists and American Progressivism." History of Education Quarterly 34, no. 3 (1994): 377. http://dx.doi.org/10.2307/369969.

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25

Goldman, Dana P., and Peter R. Orszag. "The Growing Gap in Life Expectancy: Using the Future Elderly Model to Estimate Implications for Social Security and Medicare." American Economic Review 104, no. 5 (May 1, 2014): 230–33. http://dx.doi.org/10.1257/aer.104.5.230.

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Mortality gradients by education and income have been rising in the United States and elsewhere. However, their impact on Social Security progressivity has received relatively little attention, and the impact on Medicare has received effectively none. This paper uses the Future Elderly Model to estimate the effects of increased mortality gaps on the progressivity of Social Security and Medicare for those born between 1928 and 1990. It finds significant reductions in progressivity of both programs if current mortality trends persist and noticeable effects on total program costs. The effects are large enough to warrant more attention from both policy-makers and researchers.

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26

Cottrell, Robert C., and Arthur Zilversmit. "Change or Stasis? Progressivism and American Education, 1930-1960." Reviews in American History 22, no. 2 (June 1994): 340. http://dx.doi.org/10.2307/2702908.

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27

ROBERTS, JAY. "Education, Eco-Progressivism and the Nature of School Reform." Educational Studies 41, no. 3 (May 25, 2007): 212–29. http://dx.doi.org/10.1080/00131940701325688.

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28

Labaree, David F. "Progressivism, schools and schools of education: An American romance." Paedagogica Historica 41, no. 1-2 (February 2005): 275–88. http://dx.doi.org/10.1080/0030923042000335583.

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29

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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Ichsan, Ahmad Shofiyuddin, Samsudin Samsudin, and Nindya Rachman Pranajati. "Pesantren And Liberating Education (A Case Study at Islamic Boarding School ISC Aswaja Lintang Songo Piyungan Yogyakarta)." DAYAH: Journal of Islamic Education 4, no. 1 (January 6, 2021): 112. http://dx.doi.org/10.22373/jie.v4i1.8269.

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The aims of this research are how the existence of Islamic Boarding School (pesantren) ISC Aswaja Lintang Songo Piyungan Yogyakarta in implementing education that liberates its students and how progressivism views a liberating education in this pesantren. This research is naturalistic qualitative research and the strategy used is a case study. The objects of this research are a pesantren leader (kiai) and several senior teachers. Data obtained through observations, interviews, and documentation. The data analysis technique uses the Miles and Huberman model analysis. The results of this research indicate that independent education in this pesantren is the starting point for implementing liberating education. This pesantren has an education system which is different from other pesantren, in that kiai gives liberation for their students (santri) to choose activities inside and outside pesantren. Therefore, in the view of progressivism, there are at least five things seen from the education process in this pesantren, namely 1). Kiai does not use their leadership in an authoritarian manner, 2). Kiai never carries out an exclusive educational process, 3). Kiai gives flexibility to santri in understanding Islamic education material, 4). Pesantren education has to continue to be open to social realities, and 5). The educational process carried out in pesantren is education of individual and social awareness.

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Mohl, Raymond A., and William A. Link. "The Paradox of Southern Progressivism, 1880-1930." History of Education Quarterly 34, no. 2 (1994): 257. http://dx.doi.org/10.2307/369145.

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32

Noviyanti, Ika Nurma. "Curriculum 2013 Based on The Philosophy Perspective of Progressivism." Journal of Mathematics and Mathematics Education 9, no. 1 (June 24, 2019): 35. http://dx.doi.org/10.20961/jmme.v9i1.48287.

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It should be understood that curriculum is the heart of education. The education curriculum in Indonesia has undergone various changes which are based on refining the previous curriculum as well as the 2013 Curriculum which synchronizes the previous curriculum. The philosophical foundation used in designing the curriculum is very important in determining educational goals. The results of the research show that the 2013 Curriculum can increase changes in knowledge, attitudes, and skills towards students for the realization of better character education. The 2013 curriculum has a goal of giving birth to an active, innovative and creative generation that aims to reduce ignorance, poverty and underdevelopment in life. The 2013 curriculum has a philosophical basis that adopts a foreign philosophy or is called an inclusive eclectic which is then synchronized with the Indonesian national education system. Progressivism is an educational philosophy that focuses on a process, where the 2013 Curriculum in theory focuses more on students. The 2013 curriculum illustrates if students must get learning that is in accordance with the development of the times in order to give birth to a generation of reformers and every competency in students is assessed as a whole both knowledge, attitudes, and skills.

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Mansur, Rosichin. "PERKENALAN DENGAN ALIRAN FILSAFAT PENDIDIDKAN." Thufuli : Jurnal Ilmiah Pendidikan Islam Anak Usia Dini 2, no. 2 (November 27, 2020): 37. http://dx.doi.org/10.33474/thufuli.v2i2.9158.

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The schools of educational philosophy believe in their views for development and change. The flow of philosophy makes the world of education more advanced and quality. The views of progressivism, perennialism, essentialism, constructionism andconstructivism are projected in educators, students, curriculum, principles of education and learning. Early Childhood Islamic Education (PIAUD) is one of the media for actualizing the views of educational philosophical schools that are relevantto local culture. so that many schools of philosophy can be adopted.

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Mualifah, Ilun. "PROGRESIVISME JOHN DEWEY DAN PENDIDIKAN PARTISIPATIF PERSPEKTIF PENDIDIKAN ISLAM." Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) 1, no. 1 (February 1, 2016): 101. http://dx.doi.org/10.15642/jpai.2013.1.1.101-121.

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<p>BAHASA INDONESIA:</p><p>Artikel ini berisi tentang konsep pendidikan partisipatif yang dikaitkan dengan konsep progresivisme pendidikan John Dewey, dan kemudian dikaji dalam perspektif pendidikan Islam. Konsep pendidikan partisipatif dalam progresivisme pendidikan John Dewey merupakan konsep pendidikan yang mengacu pada teori-teori John Dewey yang berpijak pada asas-asas progresivitas. Asas progresivitas berprinsip pada sikap optimistis dalam memandang kemajuan peserta didik dalam proses pendidikannya. Konsep progresivisme pendidikan John Dewey yang megandung asas pendidikan partisipatif dalam pandangan pendidikan Islam bisa dipertegas: bahwa terdapat beberapa aspek kesesuaian (terutama dalam hal kemanfaatan yang bersifat duniawi), dan terdapat banyak aspek perbedaan yang sangat prinsip (terutama mengenai hal-hal yang bersifat metafisik-spiritual). Dengan demikian, ketika akan menerapkan asas partisipatif dalam konsep pendidikan Dewey di dalam kehidupan umat Islam, perlu difilter terlebih dahulu dengan kacamata nilai-nilai Islam. Apabila tidak bertentangan dengan nilai-nilai Islam, maka perlu diterapkan; namun apabila bertentangan dengan nilai-nilai Islam, maka tidak perlu diterapkan (cukup dijadikan pengetahuan saja).</p><p> </p><p>ENGLISH:</p><p>This article discusses about participative education related to education progressivism concept by John Dewey, and then it is examined on Islamic studies perception. Participative education concept on John Dewey’s education progressivism is education concept that refers to John Dewey’s theories that bring up progressive principles. The progressive principles base on optimistic attitude on viewing the progress of learners’ learning process. The education progressivism concept by John Dewey contains participative education principles; it can be strengthened on Islamic education view that there are some compatibility aspects (especially in worldly usefulness), and there are many differences based on principles (especially in metaphysic-spiritual thing). Therefore, when Muslims will implement participative principles on Dewey’s educational concept in their life, they need to filter it based on Islamic views. If it does not contradict to Islamic views, it should be implemented on their life. Nevertheless, if it opposes Islamic views, it should not be implemented on their life (it is enough for them to know it as knowledge).</p>

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Mualifah, Ilun. "PROGRESIVISME JOHN DEWEY DAN PENDIDIKAN PARTISIPATIF PERSPEKTIF PENDIDIKAN ISLAM." Jurnal Pendidikan Agama Islam (Journal of Islamic Education Studies) 1, no. 1 (February 1, 2016): 101. http://dx.doi.org/10.15642/pai.2013.1.1.101-121.

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<p>BAHASA INDONESIA:</p><p>Artikel ini berisi tentang konsep pendidikan partisipatif yang dikaitkan dengan konsep progresivisme pendidikan John Dewey, dan kemudian dikaji dalam perspektif pendidikan Islam. Konsep pendidikan partisipatif dalam progresivisme pendidikan John Dewey merupakan konsep pendidikan yang mengacu pada teori-teori John Dewey yang berpijak pada asas-asas progresivitas. Asas progresivitas berprinsip pada sikap optimistis dalam memandang kemajuan peserta didik dalam proses pendidikannya. Konsep progresivisme pendidikan John Dewey yang megandung asas pendidikan partisipatif dalam pandangan pendidikan Islam bisa dipertegas: bahwa terdapat beberapa aspek kesesuaian (terutama dalam hal kemanfaatan yang bersifat duniawi), dan terdapat banyak aspek perbedaan yang sangat prinsip (terutama mengenai hal-hal yang bersifat metafisik-spiritual). Dengan demikian, ketika akan menerapkan asas partisipatif dalam konsep pendidikan Dewey di dalam kehidupan umat Islam, perlu difilter terlebih dahulu dengan kacamata nilai-nilai Islam. Apabila tidak bertentangan dengan nilai-nilai Islam, maka perlu diterapkan; namun apabila bertentangan dengan nilai-nilai Islam, maka tidak perlu diterapkan (cukup dijadikan pengetahuan saja).</p><p> </p><p>ENGLISH:</p><p>This article discusses about participative education related to education progressivism concept by John Dewey, and then it is examined on Islamic studies perception. Participative education concept on John Dewey’s education progressivism is education concept that refers to John Dewey’s theories that bring up progressive principles. The progressive principles base on optimistic attitude on viewing the progress of learners’ learning process. The education progressivism concept by John Dewey contains participative education principles; it can be strengthened on Islamic education view that there are some compatibility aspects (especially in worldly usefulness), and there are many differences based on principles (especially in metaphysic-spiritual thing). Therefore, when Muslims will implement participative principles on Dewey’s educational concept in their life, they need to filter it based on Islamic views. If it does not contradict to Islamic views, it should be implemented on their life. Nevertheless, if it opposes Islamic views, it should not be implemented on their life (it is enough for them to know it as knowledge).</p>

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Chisholm, Linda. "Bantustan Education History: The ‘Progressivism’ of Bophutatswana's Primary Education Upgrade Programme (PEUP), 1979–1988." South African Historical Journal 65, no. 3 (September 2013): 403–20. http://dx.doi.org/10.1080/02582473.2013.787642.

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Chiles, Robert. "SCHOOL REFORM AS PROGRESSIVE STATECRAFT: EDUCATION POLICY IN NEW YORK UNDER GOVERNOR ALFRED E. SMITH, 1919–1928." Journal of the Gilded Age and Progressive Era 15, no. 4 (October 2016): 379–98. http://dx.doi.org/10.1017/s1537781416000244.

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Since the Progressive Era itself, scholars have exhibited strong interest in the connections between progressivism and education. Historical studies have elucidated countless ways that such reformist impulses as the settlement house movement, the country life movement, the progressive education movement, the “cult of efficiency,” and battles against social ills like child labor influenced early twentieth-century education policy.1Indeed, as historian Lawrence Cremin has contended, “the Progressive mind was ultimately an educator's mind, and … its characteristic contribution was that of a socially responsible reformist pedagogue.”2

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Ryan, Prof Dr Thomas, and Daniel T. Ryan. "Deweyan Progressive Education within Ontario Elementary Health and Physical Education." International Journal of Innovation in Teaching and Learning (IJITL) 7, no. 1 (June 30, 2021): 20–38. http://dx.doi.org/10.35993/ijitl.v7i1.1494.

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The objective is to explore Deweyan Progressive Education within Ontario Health and Physical Education. The need to review this area was instigated within the last two years as the Ontario provincial government in Canada has implemented new 2019 Ontario Health and Physical Education curricular guide which contains significant modernizations. The document established a concern for mental health development, online safety, bullying prevention, road safety, substance abuse, concussions, and healthy body image within the 250-page document. The authors undertook a latent content analysis revealing a challenge to compress this curricular content into Health and Physical Education classes that are infrequently scheduled. Teachers, it is understood, will learn that students need progressive instruction and constructive feedback as they practise, reflect, and learn experientially in a safe environment. This review supports educators as they work to better understand the term progressive education and its current pertinence. Keywords: Dewey, philosophy, progressivism, health instruction, physical education

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Muncy, R. "The Ambiguous Legacies of Women's Progressivism." OAH Magazine of History 13, no. 3 (March 1, 1999): 15–19. http://dx.doi.org/10.1093/maghis/13.3.15.

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Webber, Geoff, and Dianne Miller. "Progressive Pedagogies and Teacher Education: A Review of the Literature." Articles 51, no. 3 (May 2, 2017): 1061–79. http://dx.doi.org/10.7202/1039628ar.

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Few studies take up the question of how to teach pre-service or current teachers to practice integrated, interdisciplinary, and inquiry-based methodologies. In this literature review, scholarly research is explored to examine approaches to teacher education based in progressivism. Place- and community-based education is considered as an important approach for heightened student engagement in relation to social justice, rural revitalization, and Indigenous knowledges. Characteristics of strong teacher education programs are also examined. This broad investigation lays the foundation for a deeper inquiry into the organization and development of teacher education programs. Conclusions point to recommendations for teacher education programs with recognition of the potential for critical place-based education within the field of teacher education.

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Anghel, Ona Ionica. "Education for Change." Review of Artistic Education 22, no. 1 (June 1, 2021): 270–74. http://dx.doi.org/10.2478/rae-2021-0033.

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Abstract Specialists in extremely diverse fields draw our attention to a wide range of problems facing humanity, problems that are global, universal, multidisciplinary, with priority: pollution, poverty, depletion of natural resources, war in unseen forms of humanity, pandemic, information explosion, etc. What they all have in common is that their dynamics are accelerated. Even if change is a natural phenomenon, a phenomenon that supports evolution and development, starting with the end of the twentieth century and more and more acute today, there is an acceleration of the rhytm of change in all areas of life. Specialists believe that new content is now needed more than ever to provide the information and skills needed to deal with these problems, content that offers new dimensions of education. This paper aims on the one hand to review the paradigms and theories that could build the trunk of education for change (progressivism and prospectivism), and on the other hand, to list and describe the purposes of an education for change, as pedagogues put us in the theme.

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Ibrahim, Ruslan. "FILSAFAT PROGRESIVISME PERKEMBANGAN PESERTA DIDIK." Al-Riwayah: Jurnal Kependidikan 10, no. 1 (November 9, 2018): 151–66. http://dx.doi.org/10.32489/al-riwayah.156.

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This article explains the philosophical view of progressivism about learners. Progressive philosophy sees that education is not just transferring knowledge to learners, but training their abilities and skills by providing the right stimulus. In the field of education, this philosophy was pioneered by the educational leader, John Dewey, with the main jargon of education as an instrument of social reconstruction. Progressive philosophy has the principle that learners should be educated to be human beings who can understand life in the future. For that, learners should be allowed to be free, active, creativity, and dynamic in accordance with the context of life.

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Ibrahim, Ruslan. "Filsafat Progresivisme Perkembangan Peserta Didik." Al-Riwayah : Jurnal Kependidikan 10, no. 1 (April 2, 2018): 151–66. http://dx.doi.org/10.47945/al-riwayah.v10i1.147.

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This article explains the philosophical view of progressivism about learners. Progressive philosophy sees that education is not just transferring knowledge to learners, but training their abilities and skills by providing the right stimulus. In the field of education, this philosophy was pioneered by the educational leader, John Dewey, with the main jargon of education as an instrument of social reconstruction. Progressive philosophy has the principle that learners should be educated to be human beings who can understand life in the future. For that, learners should be allowed to be free, active, creativity, and dynamic in accordance with the context of life.

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Krueger, Dirk, and Alexander Ludwig. "Optimal Progressive Labor Income Taxation and Education Subsidies When Education Decisions and Intergenerational Transfers are Endogenous." American Economic Review 103, no. 3 (May 1, 2013): 496–501. http://dx.doi.org/10.1257/aer.103.3.496.

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We quantitatively characterize the optimal mix of progressive income taxes and education subsidies in a model with endogenous human capital formation, borrowing constraints, income risk and incomplete financial markets. In addition to the distortions of labor supply, progressive taxes weaken the incentives to acquire education. The latter distortion can potentially be mitigated by an education subsidy. We find that the welfare-maximizing fiscal policy is indeed characterized by a substantially progressive labor income tax code and a positive subsidy for college education. Both the degree of tax progressivity and the education subsidy are larger than in the current US status quo.

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Yamasaki, Yoko. "Continuing the conversation: British and Japanese progressivism." History of Education 42, no. 3 (May 2013): 335–49. http://dx.doi.org/10.1080/0046760x.2013.795613.

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Bąbka, Jarosław. "Edukacja we współpracy w perspektywie na nowo odczytywanych założeń teoretycznych oraz wyzwań społecznych." Studia Edukacyjne, no. 53 (June 15, 2019): 143–59. http://dx.doi.org/10.14746/se.2019.53.9.

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Scientific output of psychology and education studies, paradigmatic changes and social expectations form a basis for rereading the assumptions of cooperative education. The paper deals with the categories of recognizing cooperative education as an organizational form, a strategy of teaching and a model of education. The paper makes a reference to the assumptions resulting from the social-constructive paradigm, which have made it possible to present a way of thinking about cooperative education in terms of joint acquisition of knowledge and negotiating meaning. The sources of the assumptions of education were also investigated in the ideology of progressivism to show that such upbringing and education helps develop pupils’ social competencies and prepares the students for functioning in a community. The considerations are completed by showing a relation between cooperative education and contemporary social challenges.

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Fredrik, Jonathan, and Bagus Ardi Wibowo. "The Learning Process in The Classroom Through the Mind Mapping Approach from The Philosophy of Progressivism." Journal of Mathematics and Mathematics Education 9, no. 1 (June 24, 2019): 23. http://dx.doi.org/10.20961/jmme.v9i1.48286.

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Education plays a role in human life to prevent people from poverty, underdevelopment, and ignorance so that it is necessary to change the way of thinking of humans themselves to overcome these problems. The progress of the human mindset is a form of change and cannot be separated from the achievement of creativity. This article aims to describe and explain the use of mind maps in mathematics learning from a progressivism point of view through the learning process carried out from the primary and secondary education levels to produce creative products that can help students improve learning achievement through the role of the teacher as a facilitator and students as a learning center. This article uses literature study method, data is collected and analyzed as secondary data including books, journals and proceedings relevant to the topic. The results showed that the mind map method could be used by teachers and students to change the concept of thinking through active student involvement through the making of mathematics learning materials, addition and building space and the area of a circle in an attractive graphic form. Progressivism views that progress in thinking is a process of change and through the mindmaping learning method the concept of subject matter can be visualized in the form of a graphic infrastructure that can stimulate the right and left brains so that it can be useful to free students from the snare of rules when starting to learn. The conclusion of this study is a change in mindset that is in line with the viewpoint of progressivism philosophy is through a mind map learning model that can produce student creativity products and the role of the teacher as a facilitator can occur.

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Dennis, Michael. "The Illusion of Relevance: Southern Progressives and American Higher Education." Journal of the Historical Society 8, no. 2 (June 2008): 229–71. http://dx.doi.org/10.1111/j.1540-5923.2008.00245.x.

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Gamson, David. "District Progressivism: Rethinking Reform in Urban School Systems, 1900-1928." Paedagogica Historica 39, no. 4 (August 2003): 417–34. http://dx.doi.org/10.1080/00309230307479.

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DiCindio, Carissa, and Callan Steinmann. "The Influence of Progressivism and the Works Progress Administration on Museum Education." Journal of Museum Education 44, no. 4 (October 2, 2019): 354–67. http://dx.doi.org/10.1080/10598650.2019.1665399.

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