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Progressive education, or protractivism, 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 university and strongly differentiated by social class. By contrast, progressive education finds its roots in modern experience. Most progressive education programs have these qualities in common:
John Dewey was an American philosopher, psychologist, and educational reformer whose ideas have been influential in education and social reform. He was one of the most prominent American scholars in the first half of the twentieth century.
The philosophy of education is the branch of applied philosophy that investigates the nature of education as well as its aims and problems. It includes the examination of educational theories, the presuppositions present in them, and the arguments for and against them. It is an interdisciplinary field that draws inspiration from various disciplines both within and outside philosophy, like ethics, political philosophy, psychology, and sociology. These connections are also reflected in the significant and wide-ranging influence the philosophy of education has had on other disciplines. Many of its theories focus specifically on education in schools but it also encompasses other forms of education. Its theories are often divided into descriptive and normative theories. Descriptive theories provide a value-neutral account of what education is and how to understand its fundamental concepts, in contrast to normative theories, which investigate how education should be practiced or what is the right form of education.
Pragmatism is a philosophical tradition that considers words and thought as tools and instruments for prediction, problem solving, and action, and rejects the idea that the function of thought is to describe, represent, or mirror reality. Pragmatists contend that most philosophical topics—such as the nature of knowledge, language, concepts, meaning, belief, and science—are all best viewed in terms of their practical uses and successes.
Experiential education is a philosophy of education that describes the process that occurs between a teacher and student that infuses direct experience with the learning environment and content. The term is not interchangeable with experiential learning; however experiential learning is a sub-field and operates under the methodologies of experiential education. The Association for Experiential Education regards experiential education as "a philosophy that informs many methodologies in which educators purposefully engage with learners in direct experience and focused reflection in order to increase knowledge, develop skills, clarify values, and develop people's capacity to contribute to their communities". Experiential education is the term for the philosophy and educational progressivism is the movement which it informed.
This is an index of education articles.
Society for Industrial and Applied Mathematics (SIAM) is an academic association dedicated to the use of mathematics in industry. SIAM is the world's largest professional association devoted to applied mathematics, and roughly two-thirds of its membership resides within the United States. Founded in 1951, the organization began holding annual national meetings in 1954, and now hosts conferences, publishes books and scholarly journals, and engages in lobbying in issues of interest to its membership. The focus for the society is applied, computational, and industrial mathematics, and the society often promotes its acronym as "Science and Industry Advance with Mathematics". Members include engineers, scientists, and mathematicians, both those employed in academia and those working in industry. The society supports educational institutions promoting applied mathematics.
Democratic education is a type of formal education that is organized democratically, so that students can manage their own learning and participate in the governance of their school. Democratic education is often specifically emancipatory, with the students' voices being equal to the teacher's.
Boyd Henry Bode was an American academic and philosopher, notable for his work on philosophy of education.
Holistic education is a movement in education that seeks to engage all aspects of the learner, including mind, body, and spirit. Its philosophy, which is also identified as holistic learning theory, is based on the premise that each person finds identity, meaning, and purpose in life through connections to their local community, to the natural world, and to humanitarian values such as compassion and peace.
The community of inquiry, abbreviated as CoI, is a concept first introduced by early pragmatist philosophers C.S.Peirce and John Dewey, concerning the nature of knowledge formation and the process of scientific inquiry. The community of inquiry is broadly defined as any group of individuals involved in a process of empirical or conceptual inquiry into problematic situations. This concept was novel in its emphasis on the social quality and contingency of knowledge formation in the sciences, contrary to the Cartesian model of science, which assumes a fixed, unchanging reality that is objectively knowable by rational observers. The community of inquiry emphasizes that knowledge is necessarily embedded within a social context and, thus, requires intersubjective agreement among those involved in the process of inquiry for legitimacy.
George Sylvester Counts was an American educator and influential education theorist.
Education sciences or education theory seek to describe, understand, and prescribe education policy and practice. Education sciences include many topics, such as pedagogy, andragogy, curriculum, learning, and education policy, organization and leadership. Educational thought is informed by many disciplines, such as history, philosophy, sociology, and psychology.
Sarah Maxine Greene was an American educational philosopher, author, social activist, and teacher. Described upon her death as "perhaps the most iconic and influential living figure associated with Teachers College, Columbia University", she was a pioneer for women in the field of philosophy of education, often being the sole woman presenter at educational philosophy conferences as well as being the first woman president of the Philosophy of Education Society in 1967. Additionally, she was the first woman to preside over the American Educational Research Association in 1981.
The Center for John Dewey Studies at Southern Illinois University Carbondale (SIUC) was established as the central home for the works and study of philosopher/educator John Dewey. Led by Larry Hickman, it self-describes as "the home of ongoing publishing projects and research materials that focus on the life and work of the American philosopher and educator John Dewey", and with its publications and research the Center "has become the international focal point for research on Dewey's life and work." As the major Center for Dewey Studies in the world, SIUC hosts scholars from around the globe. "Besides publishing and making available electronically Dewey's works, the SIU Carbondale Center for Dewey Studies helps establish sister centers for Dewey Studies at universities around the world. Right now there are sister centers in Germany, Italy, Hungary, Poland, Japan, Turkey and China. The SIU Carbondale center partners with these sister centers for conferences and other scholarly forums for discussion and investigation of Dewey's works and ideas, but also partners with some of the centers for other activities, such as, in the case of the Chinese center, translating and publishing."
Kenneth Wain is a major Maltese philosopher and educator. His areas of specialisation in philosophy are chiefly education, ethics, political philosophy.
The School and Society: Being Three Lectures (1899) was John Dewey's first published work of length on education. A highly influential publication in its own right, it would also lay the foundation for his later work. In the lectures included in the initial publication, Dewey proposes a psychological, social, and political framework for progressive education. Notably, this includes collaborative practical experimentation as the central element of school work. He argues that the progressive approach is both an inevitable product of the Industrial Revolution and a natural fit with the psychology of children. A final chapter details some of the experiments done at the University of Chicago Laboratory Schools.
John Jeremy Stuhr is an American philosopher who teaches at Emory University. He has written extensively about a wide assortment of philosophical figures and movements as well as a broad array of cultural problems and issues. His work is known for its lively, engaged, and direct style. He draws critically on thinkers from often separated philosophical traditions. Revealing his impatience with narrow and academic conceptions of philosophy, his writings make deep and consistent use of poetry, painting, photography, and the lyrics of contemporary music, and they exhibit a broad interdisciplinary reach across fields such as rhetoric, media studies, relativity theory, political and legal theory, cultural geography, and economics.
Leonard J. Waks is an American philosopher and scholar working in philosophy with specializations in Social and Political Philosophy; Ethics, American Philosophy, and Philosophy of Education. Waks also serves as an author and editor. He has held faculty appointments at Purdue University (1966–68), Stanford University (1968-710, Temple University, Distinguished Professor Hangzhou Normal University in China, Visiting Professor at Universidad Nacional de Educación UNAE, Ecuador ,and is currently Emeritus Professor at Temple University. He served as President of the John Dewey Society for the academic year 2016–17 and received the Society's Lifetime Achievement Award in 2017. He has been a member of the American Educational Research Association since 1967.
Pragmatic pedagogy is an educational philosophy that says education should be teaching students the things that are practical for life and encourages them to grow into better people. Many famous educators including John Dewey, William James were pragmatists. Pragmatists believe in the idea of practical learning i.e. education should apply to the real world.
