Progressive education, or educational progressivism, is a pedagogical movement that began in the late 19th century and has persisted in various forms to the present. In Europe, progressive education took the form of the New Education Movement. The term progressive was engaged to distinguish this education from the traditional curricula of the 19th century, which was rooted in classical preparation for the early-industrial university and strongly differentiated by social class. By contrast, progressive education finds its roots in modern, post-industrial experience. Most progressive education programs have these qualities in common:
Alternative education encompasses many pedagogical approaches differing from mainstream pedagogy. Such alternative learning environments may be found within state, charter, and independent schools as well as home-based learning environments. Many educational alternatives emphasize small class sizes, close relationships between students and teachers and a sense of community.
Pedagogy, from Ancient Greek παιδαγωγία (paidagōgía), most commonly understood as the approach to teaching, is the theory and practice of learning, and how this process influences, and is influenced by, the social, political, and psychological development of learners. Pedagogy, taken as an academic discipline, is the study of how knowledge and skills are imparted in an educational context, and it considers the interactions that take place during learning. Both the theory and practice of pedagogy vary greatly as they reflect different social, political, and cultural contexts.
Friedrich Wilhelm August Fröbel or Froebel was a German pedagogue, a student of Johann Heinrich Pestalozzi, who laid the foundation for modern education based on the recognition that children have unique needs and capabilities. He created the concept of the kindergarten and coined the word, which soon entered the English language as well. He also developed the educational toys known as Froebel gifts.
In late modern continental philosophy, neo-Kantianism was a revival of the 18th-century philosophy of Immanuel Kant. The neo-Kantians sought to develop and clarify Kant's theories, particularly his concept of the thing-in-itself and his moral philosophy.
Pavel Petrovich Blonsky was a Russian Soviet psychologist, philosopher, and founder of Soviet paedology.
The Prussian education system refers to the system of education established in Prussia as a result of educational reforms in the late 18th and early 19th century, which has had widespread influence since. The Prussian education system was introduced as a basic concept in the late 18th century and was significantly enhanced after Prussia's defeat in the early stages of the Napoleonic Wars. The Prussian educational reforms inspired similar changes in other countries, and remain an important consideration in accounting for modern nation-building projects and their consequences.
St. Thomas School, Leipzig is a co-educational and public boarding school in Leipzig, Saxony, Germany. It was founded by the Augustinians in 1212 and is one of the oldest schools in the world.
Hermann Lietz was a German educational progressive and theologian who founded the German Landerziehungsheime für Jungen.
Staatliches Landschulheim Marquartstein is a Gymnasium located in Marquartstein, southern Bavaria, Germany. The school offers a science- and technology-oriented program as well as another one focused on language.
Minna Specht was a German educator, socialist and member of the German Resistance. She was one of the founders of the Internationaler Sozialistischer Kampfbund.
Anarchism has had a special interest on the issue of education from the works of William Godwin and Max Stirner onwards.
Dr Cecil Reddie was a reforming English educationalist. He founded and was headmaster of the progressive Abbotsholme School.
The free school movement, also known as the new schools or alternative schools movement, was an American education reform movement during the 1960s and early 1970s that sought to change the aims of formal schooling through alternative, independent community schools.
The Ferrer Center and Stelton Colony were an anarchist social center and colony, respectively, organized to honor the memory of anarchist pedagogue Francisco Ferrer and to build a school based on his model, Escuela Moderna, in the United States.
The Ferrer school was an early 20th century libertarian school inspired by the anarchist pedagogy of Francisco Ferrer. He was a proponent of rationalist, secular education that emphasized reason, dignity, self-reliance, and scientific observation, as opposed to the ecclesiastical and dogmatic standard Spanish curriculum of the period. Ferrer's teachings followed in a tradition of rationalist and romantic education philosophy, and 19th century extragovernment, secular Spanish schools. He was particularly influenced by Paul Robin's orphanage at Cempuis.
Francesc Ferrer i Guàrdia, widely known as Francisco Ferrer, was a Spanish radical freethinker, anarchist, and educationist behind a network of secular, private, libertarian schools in and around Barcelona. His execution, following a revolt in Barcelona, propelled Ferrer into martyrdom and grew an international movement of radicals and libertarians, who established schools in his model and promoted his schooling approach.
Martin Luserke was a progressive pedagogue, a bard, writer and theatre maker. He was one of the leading figures of German progressive education and a precursor of outdoor education. As his distinguished achievement counts the integration of community theatre into school and youth work. It was also integrated in German Youth Movement.
Gustav Wyneken (1875–1964) was a German pedagogue and founder of the Wickersdorf Free School Community. He was also a leader in the German Youth Movement and briefly contributed to school policy during the German revolutionary period after World War I. He failed to regain support for his school reform ideas after his conviction as a pederast.
The Wickersdorf Free School Community was a progressive school in Germany, founded by Gustav Wyneken and Paul Geheeb in 1906.
